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LITERARY    LANDMARKS 


A  GUIDE  TO  GOOD  READING  FOR  YOUNG 
PEOPLE,  AND  TEACHERS' 

ASSISTANT  \ 


WITH  A   CAREFULLY  SELECTED  LIST  OP 
SEVEN  HUNDRED  BOOKS 


J  Sa3 


BV 

MARY  E.  BURT 

rORMBRLV  MEMBER  OF  THE   CHICAGO    BOARD  OF   EDUCATION,  AND   TEACHBK 

OF   LITERATURE,   COOK    CO.     NORMAL    SCHOOL  ;     AUTHOR    OF     "  THE 

world's     LITERATURE,"     "  THE    STORY    OF     THE     GERMAN 

ILIAD,"  "  browning's  WOMEN,"  "  SEED  THOUGHTS 

FROM  BROWNING,"  ETC.,  ETC. 


BOSTON  AND   NEW  YORK 
HOUGHTON,    MIFFLIN    AND   COMPANV 

1S9S 


Copyright,  1889,  1892 
By  MARY  E.  BURT. 

All  rights  reserved. 


The  Riverside  Press,  Cambridge,  Mass.,  U.  S.  A. 
Elcctrotypcd  and  Printed  by  H.  0.  Houghton  &  Company. 


Chaucer 


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To 

MY   EAKLY  TEACHER  AND   LIFELONG   FRIEND, 

MRS.  S.  J.  G.  FISK. 


PREFACE   TO   FIRST   EDITION. 


It  is  not  because  I  kuow  so  much  of  books,  but 
because  I  know  so  little,  it  is  because  I  have  spent 
many  years  and  hundreds  of  dollars  to  get  a  small 
knowledge  of  books,  where,  by  taking  a  direct 
road  I  might  have  had  a  much  larger  knowledge 
at  less  expense,  that  I  offer  the  results  of  my 
twenty  years'  work  in  the  school-room  to  the 
public. 

I  have  tried  to  make  my  work  so  broad  that 
it  may  meet  the  needs  of  every  class  of  readers, 
broad  enough  to  answer  all  questions  asked  me 
in  the  many  letters  I  receive  asking  advice  in 
the  selection  of  books  for  school  and  home  libra- 
ries. 

And  more  especially  have  I  tried  to  make  it 
an  exposition  of  a  more  ])rofitable  use  of  books 
in  the  school-room  than  the  cramming  system  of 
education  recognizes. 

MARY  E.   BURT. 
Cook  County  Normal  School, 
Englewood,  III. 


PREFACE   TO   REVISED   EDITION. 


Pedagogy  is  the  science  of  correct  teaching. 
There  is  such  a  science.  There  are  laws  under- 
lying this  science.  Those  laws  are  definite.  It 
is  possible  to  become  conscious  of  those  laws,  to 
abide  by  them,  to  become  free  through  obedience 
to  them.  "  All  knowledges  are  external  separa- 
tions implying  an  original  inner  unity."  It  is 
one  of  the  laws  of  Pedagogy  that  all  correct  teach- 
ing must  be  done  with  reference  to  the  bringmg 
of  the  child's  knowledge  into  harmony  with  the 
great  unity  of  knowledges.  To  subject  a  child 
to  the  continually  unrelated  thought  in  reading- 
books  during  the  "  budding  moments  "  of  his  in- 
tellectual activities  is  clearly  a  crime  against  the 
child  and  a  violation  of  the  laws  of  Pedagogy. 
The  time  will  come  when  America  will  point  with 
horror  to  the  transgressors  o^  this  law. 

Since  wi'iting  ^  Literary  Landmarks,"  the  au- 
thor has  had  a  delightful  surprise  in  coming  acci- 
dentally upon  an  ideal  condition  of  affairs  in  the 
schools  of  dear  old  Athens  where  no  such  thing 
as  a  "little  reader"  has  ever  found  entrance. 
The  classics  of  Greece,  England,  and  other  coun- 
tries are  the  only  reading-books  known. 

In  sending  out  this  revised  volume  the  author 
wishes  to  thank  the  many  school  superintendents, 
principals,  and  teachers  in  the  rank  and  file,  as 
well  as  the  librarians  in  public  libraries,  and  crit- 
ics of  our  best  journals,  who  have  recognized  and 
generously  applauded  the  spirit  of  the  work. 

INIARY  E.  BURT. 

Chicago  Board  of  Education. 
September,  1892. 


TABLE  OF  CONTENTS. 


CUAPTER  PAG< 

I.    Theories  of  Children's  Reading 1 

II.    Reading  which  does  not  deal  with   Totals  — 

Epigrammatic  Literature 9 

III.  Works  of  the  Creative  Imagination     ....     17 

IV.  Scientific  and  Geographical    Reading,    Books 

of  Travel 77 

V.    History  and  Biography 97 

VI.    Utilitarian  Literatdre,  Books  of  Reference, 

Miscellaneous 103 

List  of  Books  referred  to  in  the  Preceding  Pages  109 
Additional  List  of  Books 152 


LITERARY  LANDMARKS. 


CHAPTER  I. 

THEORIES    OF    CHILDREN'S   READING. 

Know  not  for  knowing's  sake 
But  to  become  a  star  to  men  forever. 

ROBEBT  BeOWNINO. 

The  world  is  bristling  with  theories  concerniug 
the  relation  of  reading  to  a  child's  education,  and 
many  and  convincing  are  the  arguments  as  to 
whether  it  should  be  juvenile  or  classic,  scanty  or 
abundant,  poetry  or  prose,  fact  or  fancy,  imagina- 
tive or  utilitarian,  dead  or  living. 

One  enthusiast  will  tell  you  that  a  child  should 
read  only  that  which  supplements  liis  observations 
of  natural  objects  ;  he  shoidd  never  read  about  an 
object  which  he  has  not  first  seen ;  another,  that 
the  child's  studies  should  all  be  made  from  nature, 
reading  almost  nothing  from  books  "  lest  his  pow- 
ers of  observation  be  undeveloped,"  or  his  health 
suffer,  small  appreciation  of  nature  and  weak 
nerves  always  being  placed  in  the  same  category 
with  books  ;  a  third  premise  of  the  same  theorist 
is  that  the  child  who  reads  will   neglect  and  de- 


2  LITERARY  LANDMARKS. 

spise  work  and  grow  away  from  his  parents  who 
are  unable  to  keep  pace  with  him  because  their 
time  and  strength  are  absorbed  in  caring  for  their 
family. 

One  writer  tells  us  that  the  child  should  read 
everything  he  pleases,  because  it  will  give  him  a 
habit  of  reading,  the  habit  being  the  important 
point,  and  that  his  reading  should  never  be  se- 
lected, since  children  are  like  rose-bushes  which 
can  draw  from  any  soil  only  that  which  will  nour- 
ish the  rose-bush  ;  another,  that  reading  should 
all  be  expurgated  and  simple  and  as  far  as  may 
be  in  monosyllables  ;  one  (I  quote  from  a  corre- 
spondent in  a  school  journal),  that  children  should 
have  "  only  American  books,  written  by  American 
authors  born  on  American  soil,  fired  with  Ameri- 
can fire,  kindled  by  American  oil  (petroleum)." 

One  writer  insists  that  children  should  have 
only  facts ;  another,  that  "  easy  science  "  should 
constitute  the  principal  part  of  the  child's  library. 

Many  parents  think  that  all  necessary  educa- 
tion can  be  derived  from  text-books,  and  that  they 
have  supplied  the  child  abundantly  with  reading 
when  they  have  given  him  a  school  reader  and 
some  good  periodical  like  The  Youths  Companion 
or  St.  Nicholas.  Teachers  are  numerous  who, 
place  no  higher  value  on  a  child's  reading  than 
that  it  gives  him  the  power  of  word  calling  or  per- 
haps an  opjjortunity  to  display  rhetorical  effects, 
or  to  accumulate  stores  of  desultory  truths. 


THEORIES  OF  CHILDREN'S  READING.       3 

After  surveying  the  various  theories  as  they 
range  in  line  one  sees  that  they  all  point  in  one 
direction,  namely,  to  the  fact  that  reading  has 
something  to  do  with  a  child's  education  ;  what 
that  relation  is  and  what  it  ought  to  be  are  the 
points  to  be  considered. 

It  is  a  matter  of  statistics  that  seventy-five  per 
cent,  of  the  children  who  leave  school  to  begin  the 
work  of  the  world  take  with  them  no  knowledge 
of  the  laws  which  distinguish  good  books  from 
poor  ones,  nor  do  they  know  how  to  select  a  li- 
brary with  reference  to  the  development  of  a  taste 
for  systematic  reading,  and  perhaps  have  no  de- 
sire to  possess  any  library  whatever.  A  little 
reading  is  a  dangerous  thing,  too  much  reading  is 
more  dangerous,  and  no  reading  whatever  is  the 
most  dangerous  of  all. 

That  the  majority  of  young  folks  read  almost 
nothing,  or  only  what  is  extremely  commonplace, 
and  that  the  theory  that  those  young  people  who 
devote  their  leisure  time  to  the  best  literature 
learn  to  despise  ordinary  people  and  things  largely 
prevails,  deserves  the  first  consideration. 

Nothing  is  so  homeless  as  a  bookless  house,  un- 
less it  be  a  house  whose  books  betray  a  vulgar  and 
narrow  conception  of  life.  A  man's  books  form 
an  average  portrait  of  himself.  Without  books 
the  merchant's  palace  becomes  but  a  prison,  "  the 
trail  of  the  upholsterer  over  it  all,"  while  a  small 
library,  well  selected,  may,  like  Aladdin's  lamp, 
turn  the  abode  of  poverty  into  a  princely  home. 


4  LITERARY  LANDMARKS. 

It  is  a  sweet  remembrance,  that  of  a  quiet  old 
farm-house  where  a  tired  mother  after  a  hard  day's 
work  gathered  her  seven  children  about  her,  her 
knitting-needles  keeping  time  to  the  measures  of 
the  verses  read  by  one  of  the  group  from  a  great 
poet.  The  poetry  which  she  knit  into  the  lives 
of  her  boys  has  out-lasted  all  the  stockings,  and 
crowned  her  memory  with  a  halo  of  poetic  recol- 
lections. 

The  boy  whose  mother  "  would  not  go  to  bed 
until  she  had  finished  reading  Pepacton "  with 
him  is  more  to  be  envied  with  his  poor  jacket 
than  the  elegant  lad  whose  mother,  with  no  time 
to  read,  makes  time  to  consult  the  latest  fashion 
plates  that  he  may  be  handsomely  attired.  There 
seems  to  be  a  settled  conviction  in  the  minds  of 
many  that  children  must  make  intellectual  prog- 
ress beyond  their  parents  who  are  fated  to  lose 
out  of  their  own  lives  any  interest  in  books  ;  and 
we  often  see  stories  of  toil-worn  parents  who,  hav- 
ing educated  their  children  through  many  sacri- 
fices, are  pushed  aside  and  kept  behind  the  scenes 
because  they  are  not  up  with  the  times.  Inves- 
tigations would  doubtless  show  that  such  parents 
have  had  time  to  gossip  abundantly  while  educat- 
ing their  children,  and  have  shut  themselves  away 
from  their  children's  mental  life  through  wilful 
preference.  It  is  not  probable  that  many  parents 
who  are  "  behind  the  times  "  or  do  not  keejj  up 
with  their  children  deserve  any  sympathy.     Chil- 


THEORIES  OF  CHILDREN'S  READING.        5 

dren  ci'ave  intellectual  comradeship,  and  the  par- 
ent who  enters  into  intellectual  companionship 
with  his  child  will  not  get  "  behind  the  times." 

An  uneducated  working-man  deploring  his  lack 
of  early  advantages  was  in  the  habit  of  taking 
his  little  son  on  his  lap  at  night  to  hear  his  les- 
sons. He  followed  the  boy  through  all  of  his 
high-school  work,  and  is  to-day  an  educated  man 
through  giving  the  child  continued  sympathy  in 
his  studies.  Herbert  Spencer  tells  us  that  the 
father  who  has  alienated  his  sons  from  him  by  his 
harshness  might  better  have  studied  Ethnology 
than  ^schylus,  and  cites  also  the  mother  who 
can  read  Dante  in  the  original,  but  who  is  mourn- 
ing the  child  who  has  sunk  under  the  eifects  of 
over-study. 

Herbert  Spencer  might  well  spare  himself  the 
trouble  of  quoting  such  instances.  Fathers  and 
mothers  who  have  ever  read  even  so  much  as  a 
good  translation  of  ^schylus  or  Dante  are  not 
so  numerous  that  they  need  suppressing.  The 
man  who  reads  iEschylus  is  not  the  one  who  is 
likely  to  force  an  abominable  dogma  on  a  child, 
and  the  woman  who  reads  Dante  in  the  original 
is  far  less  ai)t  to  allow  her  children  to  be  over- 
crammed  with  books  than  is  the  woman  who  can- 
not read  at  all.  The  mothers  who  do  not  read 
are  far  more  to  be  dreaded  than  those  who  are 
guided  by  Dante. 

"  The  learned  eye  is  still  the  loving  one."' 


6  LITERARY  LANDMARKS. 

Ignorance  is  far  less  sympathetic  than  is  wisdom, 
far  less  careful. 

Nor  does  greater  danger  lie  in  the  direction  of 
over-study.  Where  one  person  is  injured  from  ex- 
cessive use  of  the  brain,  many  become  degenerated 
from  lack  of  mental  work.  It  is  safer  to  have 
no  intellect  at  all  than  to  have  an  unused  intel- 
lect, since  the  unused  mind,  like  an  unused  limb, 
becomes  diseased,  and  destroys  the  health  of  its 
possessor.  It  seems  a  strange  thing  in  this  age 
of  books  to  plead  in  favor  of  reading,  and  yet  it 
is  true  that  one  may  find  everywhere  young  men 
and  women  who  have  never  read  a  standard  book, 
and  scores  of  children,  often  from  "  the  best  fam- ; 
ilies,"  who  innocently  confess  that  they  read  only  ) 
the  criminal  news  in  the  newspapers. 

That  fifty  per  cent,  of  all  children  who  ever 
enter  school  leave  before  the  age  of  eleven,  that 
seventy-five  per  cent,  have  left  at  the  age  of  twelve, 
and  that"  they  go  from  school  without  any  literary 
discrimination,  without  any  basis  for  directing 
their  future  reading,  are  large  and  significant 
facts,  and  should  call  forth  the  earnest  efforts  of 
all  educators. 

Next  to  the  child  whb  reads  nothing  at  all,  the 
child  who  reads  too  much  is  the  most  to  be  pit- 
ied ;  the  child  whose  mind  is  a  sieve  through 
which  all  sorts  of  literary  decoctions  are  strained, 
leaving  behind  only  the  refuse.  If  Dante  "had 
gone  astray  in  the  gloomy  forest"  of  modern  ''lit- 


THEORIES  OF  CHILDREN'S  READING. 


^) 


erature  for  children,"  he  would  have  found  a 
harder  task  to  keep  the  direct  path,  worse  pan- 
thers, leaner  wolves,  and  the  gateway  to  a  deeper 
Hell  than  his  own  age  afforded.  Baron  Mun- 
chausen relates  that  he  stopped  at  a  spring  in  a 
market-place  to  water  his  panting  steed.  The 
horse  drank  uncommonly  with  an  eagerness  not 
to  be  satisfied.  The  Baron,  on  looking  backward, 
found  the  beast  cut  in  two,  and  the  hind  quarters 
clean  gone,  while  the  water  ran  out  behind  as  fast 
as  it  ran  in  before,  without  refreshing  the  animal 
at  all.  The  children  who  imbibe  unceasingly  the 
"  weak  tea "  steeped  for  them  by  people  who 
"  write  down  to  children  "  are  in  much  the  same 
condition  as  was  the  Baron's  horse.  Their  mental 
digestive  organs  have  been  cut  off,  and  the  "  weak 
tea  "  is  pouring  through  them.  Children  gener- 
ally start  out  with  good  literary  stomachs.  They 
have  strong  appetites,  and  can  digest  many  things 
which  would  discourage  older  people.  They  eat 
more  rapidly,  and  often  assimilate  more  com- 
pletely. Childi'en  should  have  as  much  as  they 
can  grow  by.  They  should  neither  be  starved  nor 
over-fattened,  nor  should  their  minds  be  dissi- 
pated by  the  ceaseless  tide  of  "Juvenile  Litera- 
ture "  which  is  inundating  the  land.  The  child 
who  goes  almost  daily  to  the  public  library  for  a 
new  book  is  on  the  road  to  literary  debauchery. 
There  are  exceptional  cases  where  in  an  hour  a 
child  will   run  lightly  through  a  book  and  get  all 


8  LITERARY  LANDMARKS. 

that  it  holds  for  him.  If  he  has  a  few  good  books 
to  which  he  returns  again  and  again,  reading  them 
with  thorough  appreciation,  there  need  be  no 
great  fear  if  he  uses  many  books  for  desultory 
reading,  picking  a  sentence  here  and  there  as  from 
an  encyclopaedia ;  but  literary  dissipation,  like 
physical  intoxication,  can  only  end  in  degeneracy. 
The  theory  that  rose-bushes  will  take  up  from  any 
soil  only  what  will  strengthen  the  rose-bush  is  gen- 
erous and  beautiful,  and  would  be  jjractical  if  chil- 
dren were  always  rose-bushes.  But  if  there  is  any 
poison-ivy  tendency  in  a  child,  he  will  take  up 
that  which  will  nourish  the  poison-ivy  if  it  is 
there  for  him  to  take  up. 


CHAPTER  II. 

READING   WHICH    DOES   NOT  DEAL   WITH   TOTALS. 
EPIGRAMMATIC    LITERATURE. 

Books  should  not  be  judged  by  brilliant  passages. 

GOETBZ. 

The  theory  that  text-book  literature  is  all  suf- 
ficient in  the  education  of  children  is  yet  more 
mischievous  than  that  text-books  should  be  entirely 
dispensed  with.  Text  -  books  give  outlines  for 
work,  and  supply  much  valuable  material  in  every- 
thing unless  it  is  in  reading.  Children  are  often 
injured  much  more  than  they  are  helped  by  throw- 
ing away  text-books,  since  they  lose  out  the  con- 
nection between  one  day's  work  and  that  of 
another.  Even .  the  modern  school-reader  with 
its  ill-assorted,  namby-pamby,  scrappy  selections 
sometimes  affords  a  chain,  broken  though  it  be, 
which  vaguely  hints  at  the  possibility  of  an  un- 
broken chain,  a  grand  unity  in  reading,  while  it 
gives  the  child  a  small  grasp  of  the  printed  page 
and  a  few  gems  worthy  to  be  stored  in  the  mem- 
ory. 

Children  sJinnld  have  icho/e  pieces  of  literature. 
Said  a  little  girl,  "  I  do  not  like  my  reader,  be- 
cause you  no  more  than  get  interested  when  the 


10  LITERARY  LANDMARKS. 

■1 
story  stops,"  and  after  thinking  a  little,  she  added, 

"  I  don't  think  the  stories  amount  to  much." 

A  little  boy,  being  asked  to  criticise  the  lesson 
he  had  been  reading,  laconically  summed  it  up 
by  saying,  "  It 's  too  young  "  ;  and  another  child, 
after  vainly  trying  to  get  interested  in  an  extract 
from  one  of  Cooper's  novels  in  a  school-reader, 
said,  "  I  don't  like  the  middle  of  a  story."  Chil- 
dren want  the  beginning  and  the  end  as  well  as 
the  middle.  It  is  about  as  practical  to  try  to  in- 
terest a  child  in  complex  fractions  before  he  has 
learned  simple  addition  or  subtraction  as  to  ex- 
pect him  to  take  up  a  chapter  or  a  few  pages 
from  the  middle  of  one  of  Scott's  novels,  without 
knowing  the  beginning  of  it.  What,  it  may  be 
asked,  does  an  entire  piece  of  literature  do  for  a 
child's  education  that  selections  in  reading-books 
do  not  do,  and  this  is  an  important  point.  Text- 
books give  us  fragments,  while  whole  pieces  of 
literature,  especially  masterpieces,  give  us  units. 
The  sense  of  fitness  of  part  to  part,  the  feeling  for 
correct  relations  of  things,  this  it  is  that  distin- 
guishes the  one  from  the  other.  There  are  text- 
books which  build  up  the  sense  of  entireties  in 
children,  but  this  is  not  often  true  of  school-read- 
ers. 

Epigrammatic  writing  is  very  like  the  bad  text- 
books, but  is  far  more  pernicious,  since  it  tends  in 
a  greater  degree  to  destroy  the  sense  of  correct: 
relation  in  children.     It  is  a  fallacious  idea  that 


EPIGRAMMATIC  LITERATURE.  11 

children  can  derive  great  benefit  from  the  reading 
or  memorizing  of  many  short  texts  or  aphorisms 
to  the  exclusion  of  complete  works.  Lowell  has 
described  an  epigranunatic  writer  as  giving  us 
perfect  leaves,  bark,  wood,  and  roots  for  a  tree,  but 
el  apt  hodge-podge  together  in  such  a  manner  as 
never  to  make  the  unit  —  the  real  tree  with  its 
life.  The  losing  out  of  life  of  this  sense  of  artistic 
unity  is  one  of  the  saddest  results  of  an  exclusive 
devotion  to  epigrammatic  literature  or  to  text- 
books. Artistic  perception  is  not  satisfied  with 
distinct  and  isolated  facts  or  fancies ;  it  demands 
that  pervading  spirit  which  can  exist  only  through 
the  proper  relation  of  part  to  part,  and  the  master- 
piece of  literature,  like  the  living  body,  is  not  a 
bundle  of  different  characteristics  but  a  gradual 
development.  It  was  artistic  perception  which 
made  ^Eschylus  greater  thau  Plato,  Hawthorne 
greater  than  Emerson,  George  Eliot  greater  than 
all  other  writers  of  fiction,  and  Shakespeare 
greater  than  all  other  dramatists.  Education  is  a 
seamless  robe  in  which  all  present  effects  are  nat- 
urally interwoven  with  past  causes.  The  power 
of  seeing  tliis  robe  in  its  wholeness  is  the  most 
important  feature  in  a  child's  education,  indeed 
only  as  he  approaches  to  this  large  vision  has  he 
any  education  worth  the  name.  The  power  of  see- 
ing entireties  is  the  power  which  distinguishes  the 
great  artist  from  the  ])oorer,  the  conscientious 
man  from  the  meroly  honest  one,  the  master  from 


12  LITERARY  LANDMARKS. 

the  servant.  The  knowledge  of  entireties  is  the 
only  real  knowledge  of  truth.  Goetlie  condemns 
the  practice  of  judging  a  book  by  its  brilliant 
passages.  A  book  should  be  judged  as  a  whole 
he  tells  us.  And  one  of  Browning's  philosophers 
proves  that  a  great  truth  may  contain  a  dozen 
lies,  while  a  dozen  truths  may  be  so  put  together 
as  to  make  a  great  lie,  the  main  thing  being  to 
get  to  the  bottom  principle.  Epigrammatic  read- 
ing begets  an  inability  to  find  the  leading  thought 
in  writings  whose  parts  are  correctly  arranged  and 
related.  Circumstances  having  thrust  upon  me 
the  necessity  of  studying  an  indi\adual  who  read 
Emerson  constantly,  carrying  a  little  note-book  to 
jot  down  epigi'ammatic  sayings,  but  who  could  see 
no  deep  underlying  lesson  in  Wilhelm  Meister 
or  Hugo's  Ninety-Three,  my  observations  in  this 
direction  were  first  aroused.  Following  up  my 
chance  discovery,  I  found  this  person  to  be  a  type 
of  the  readers  who  exclude  artistic  writing  and 
indulge  almost  exclusively  in  epigrammatic.  It 
does  not  take  large  power  to  make  an  epigram,  or 
large  vision  to  grasp  it  after  it  is  made.  Epictetus 
does  very  well  to  sermonize  from  as  do  Plato,  Em- 
erson, and  Seneca ;  keen  intellectual  enjoyment 
as  well  as  some  development  of  reasoning  ability 
may  come  through  a  careful  weighing  of  their  sen- 
tences. But  one  can  get  nearly  all  of  their  apho- 
risms in  Victor  Hugo,  George  Eliot,  ^schylus, 
Goethe,  and  Hawthorne  with  a  magnificent  super- 


EPIGRAMMATIC  LITERATURE.  13 

structure  in  addition.  Goethe's  Faust  for  older 
people  and  Dante  for  younger  are  worth  more 
than  all  the  epigrammatic  literature  that  has  ever 
been  written.  Epigrams  are  in  nine  cases  out  of 
ten  only  half-truths.  Take  the  following  as  exam- 
ples. "  He  builded  better  than  he  knew."  This 
is  not  even  a  half-truth.  Michael  Angelo  knew 
how  to  build  much  better  than  he  ever  builded ;  he 
worked  under  compulsions  and  limitations  distaste- 
fid  to  him  and  crippling  to  his  art.  Take  this 
epigram,  "  Do  not  think  you  can  make  a  woman 
lovely  if  you  do  not  make  her  happy."  All  the 
Madonna  pictures  contradict  that.  It  takes  only 
a  glance  to  recognize  that  epigram  as  a  half-truth ; 
so  also  with  the  following  which  sound  not  only 
reasonable  but  invigorating  until  we  look  into 
them  :  "  A  good  conscience  expects  to  be  trusted," 
*'  All  strictly  private  ends  are  immoral,"  "  Never 
was  a  sincere  word  utterly  lost,"  "  All  the  victo- 
ries of  religion  belong  to  the  moral  sentiment," 
and  so  on.  If  one  would  take  the  great  mass  of 
such  sentences  which  form  the  staple  of  to-day's 
so-called  "  deep  thought "  and  investigate  them, 
he  would  be  amazed  to  find  how  few  really  great 
truths  he  could  get  out  of  them.  Nevertheless, 
the  epigram  has  its  place  in  furnishing  an  occa- 
sional text  for  reasoning,  and  so  afifords  a  small 
culture.  The  danger  lies  in  using  too  many  epi- 
grams without  weighing  them.  One  epigram  well 
considered    is    worth    many    unweighed.     Aside 


14  LITERARY  LANDMARKS. 

from  The  Meditations  of  Thomas  a  Kempis,  The 
Journal  of  Eugenie  de  Guerin,  Carlyle's  Heroes 
and  Heroism,  The  Wit  and  Wisdom  of  George 
Eliot,  Quotations  from  Robert  Browning,  and 
Bartlett's  or  any  other  volume  of  good  classical 
quotations,  I  know  of  no  books  coming  more  or 
less  under  the  head  of  epigrammatic  writing  really 
desirable  in  the  school-room  or  worth  putting  into 
a  child's  library.  The  sayings  of  Thomas  a 
Kempis  are  sweet  and  wholesome  ;  the  sentences 
from  Eugenie  de  Guerin  often  have  the  delicacy 
of  Keats  and  the  majesty  of  Goethe  ;  the  sayings  of 
Marcus  Aurelius  would  be  a  landmark  in  any  life. 
A  sixth  grade  teacher  in  Chicago  told  me  that  she 
put  a  copy  of  the  Meditations  of  Marcus  Aurelius 
on  her  desk,  and  the  children  carried  it  to  and 
from  school,  reading  it  by  the  way,  gathering  its 
pithy  sentences  as  they  would  gather  wayside 
flowers.  I  have  seen  many  children  delighted 
with  the  book,  and  stirred  to  gentle  loving  deeds 
through  the  thoughts  from  Thomas  a  Kempis,  or 
quotations  from  Robert  Browning.  The  Wit  and 
Wisdom  of  George  Eliot  and  Carlyle's  Heroes 
and  Heroism  are  adapted  to  eighth  gi'ade  pupils, 
as  are  also  the  sayings  of  Epictetus.  The  Phaedo 
of  Plato  contains  many  wholesome  sayings  which 
even  the  average  seventh  grade  pupil  may  under- 
stand. I  have  seen  sixth  grade  pupils  somewhat 
pleased  and  profited  by  Emerson's  Essays,  but  his 
writings  might  better  be  reserved  for  older  stu- 


EPIGRAMMATIC  LITERATURE.  15 

dents  who  can  find,  as  did  many  of  the  teachers 
in  our  Teachers'  Training  Class  during  the  past 
year,  much  pleasure  in  tracing  his  thoughts  to 
their  various  sources  in  earlier  writers. 

I  have  spoken  at  length  on  the  subject  of  epi- 
grammatic books  because  they  serve  as  an  illus- 
tration of  many  other  kinds  of  books  closely  al- 
lied to  them,  and  to  the  illogical  arrangement  of 
affairs  generally  which  is  often  mistaken  for  a 
systematic  course  of  education.  If  education 
means  anything,  it  means  such  an  arrangement  of 
concepts  in  a  child's  mind  as  shall  enable  him 
continually  to  link  each  event  to  the  one  on  which 
it  ought  to  hinge,  so  that  he  may  see  the  world  as 
a  masterpiece  of  creative  goodness  rather  than  as 
a  few  gi'oups  of  disconnected  incidents.  It  has 
long  been  my  suspicion,  and  through  many  years 
of  work  in  the  school-room  has  at  last  become  my 
conviction,  that  there  is  a  natural  logical  sequence, 
not  only  in  reading,  but  in  all  knowledge  which 
should  be  applied  in  all  teaching  and  learning,  and 
which,  if  applied,  would  send  the  student  forth, 
not  with  a  small  desultory  knowledge  of  a  lot  of 
unassoi-ted  material,  but  with  such  an  assortment 
of  facts,  such  an  architectural  plan  as  should 
enable  him  to  comprehend  things  in  their  entire 
history,  and  should  cause  him  throughout  life  to 
continue  the  structure  whose  strong  foundation 
promises  so  symmetrical  a  superstructure. 


16  LITERARY  LANDMARKS. 

"  To  my  son  Hermann,  and  may  the  world  never 
be  too  large  for  him,"  wrote  a  father  on  the  fly- 
leaf of  a  world's  history  which  he  presented  to 
his  son,  thus  showing  that  he  comprehended  the 
value  of  learning  things  in  their  natural  sequence  ; 
and  one  of  our  best  thinkers  sums  up  the  same 
thought,  saying,  "  The  lowest  stage  of  thinking 
supposes  that  its  objects  are  all  independent  of 
one  another." 

I  "  To  know  by  wholes,"  or  to  see  totalities,  as 
Plato  says,  this  is  the  point  to  be  emphasized  ;  to 
see  the  world  in  its  evolution  from  its  early  physi- 
cal forms  to  its  latest  songs. 


CHAPTER  m. 

WORKS   OF   THE   CREATIVE   IMAGINATION. 

The  development  of  sou],  little  else  U  worth  study. 

Robert  Bkowndjo. 

The  reading  which  appeals  most  strongly  to 
the  young  child  is  that  which  deals  with  the  rela- 
tions between  people. 

The  first  study  from  life  which  a  cliild  makes 
is  that  of  the  motives  of  the  people  about  him, 
their  relation  to  himself.  Scarce  has  the  babe 
learned  the  touch  of  its  mother's  hand  ere  it 
instinctively  begins  to  weigh  the  meaning  of  that 
touch.  "  What  has  it  to  do  with  me.  ?  Will  it 
hold  to  my  lips  the  cup  of  life  ?  Does  that  touch 
mean  protection,  or  does  it  mean  destruction  ?  " 

This  is  no  doubt  the  reason  why  the  fairy  tale 
and  the  myth  excite  his  first,  his  last,  his  eternal 
interest,  since  that  class  of  reading  depicts  so 
strongly,  so  picturesquely,  so  humanly  the  relation 
of  one  living  being  to  another. 

A  letter  from  Colonel  Parker  presents  this 
claim  of  the  child  most  vividly :  — 

The  liveliest  conscious  activity  of  a  child  is  fancy ; 
the  little  creator  creates  his  own  world  and  lives  and 


18  LITERARY  LANDMARKS. 

moves  and  has  his  being  in  it.  Without  pictures, 
images  created  by  fancy,  a  child's  existence  would  be 
a  desert  waste.  All  history  proves  this  ;  myths,  fairy 
tales,  parables,  have  made  children  and  childish  peoples 
happy  throughout  the  ages.  Myths  and  fairy  tales  are 
the  sure  signs  of  the  upturning  of  the  hearts  of  the 
little  ones  to  God.  The  proper  function  of  fancy  in 
intellectual  life  is  spirituality.  Spiritual  truths  are 
hidden  in  the  precious  honey  of  stories.  My  friend, 
Professor  Hall,  of  Clark  University,  has  said  that  a 
precept  may  be  a  lie  to  a  chUd,  while  a  tale  of  fiction 
may  be  the  essential  truth  the  growing  soul  needs. 
The  atheism,  the  materialism  of  the  present  day  in  our 
land,  is  largely  due  to  the  banishment  of  fiction  and 
fairy  tales  by  the  Puritans.  "  Facts,"  Gradgrind, 
"  Facts,"  drive  beauty  and  holiness  from  the  child's 
heart. 

The  prevailing  school  of  pedagogics  in  Germany, 
the  Herbartian,  have  made  the  development  of  spirit- 
ual life  by  means  of  fairy  tales  a  special  purpose  of 
education.  In  Dr.  Rein's  Manual  for  Teachers  there 
is  a  large  collection  of  fairy  stories  for  children.  Dr. 
De  Garmo,  of  Normal,  HI.,  has  translated  a  number  of 
them.  Of  course  the  greatest  care  should  be  taken  in 
the  selection  of  these  tales.  "  The  pure  in  heart  shall 
see  God  "  shoiUd  guide  the  teacher  in  the  selection  and 
relating  of  the  stories.  It  takes  the  deepest  and  clear- 
est discrimination  to  understand  the  needs  of  the 
child's  heart.  With  fancy,  as  an  irresistible  ten- 
dency, comes  curiosity. 

God  made  man  a  seeker  for  truth ;  this  truth  and 
the  truth  which   fancy  brings  do  not  wholly  satisfy. 


WORKS  OF  THE  CREATIVE  IMAGINATION.   19 

Every  child  is  a  born  naturalist,  his  heart  turns  to 
flowers,  birds,  and  beasts,  to  all  the  animals  and  inani- 
mate things  as  the  blossoms  do  to  the  light.  Fancy 
may  lead  to  fanaticism,  to  dreaming  and  idle  revery ; 
the  softly,  beautifully  told  tales  of  the  Creator,  by  the 
expression  of  his  thoughts  in  nature,  modify,  recon- 
cile, and  avert  tliese  dangers. 

The  study  of  Nature  makes  the  child  a  truth  lover. 
I  would  place  with  fancy,  elementary  science,  observa- 
tion, followed  by  reading. 

John  Burroughs's  little  book.  Birds  and  Bees,  is  a  joy 
forever.     I  read  it  through  at  one  sitting. 

In  it  fancy  meets  science,  and  science  conquers. 
Truth  is  sti-anger  than  fiction.  Follow  science,  the 
plants,  animals,  how  they  live  and  grow,  with  the  lives 
and  growth  of  good  men  and  women,  that  is  history  ; 
fancy,  science,  biogi-aphy,  history,  to  develop  the  divine 
tendency  of  truth,  seeking,  "  Blessed  are  they  which 
do  hunger  and  thirst  after  righteousness  for  they  shall 
be  filled.'" 

One  word  about  the  teaching.  Everything  depends 
upon  the  teacher's  being  filled  with  the  subject.  The 
light  that  shines  from  the  teacher's  eyas  leads  the 
children  u])ward  and  onward. 

In  a  word,  the  more  the  teacher  is  animated  by  the 
story  or  subject  up  to  a  certain  point,  the  higher  the 
children  will  climb  to  meet  her.  Full  comprehension  of 
meaning  on  the  part  of  the  child  is  not  necessary.  A 
taste  of  a  great  thought  is  far  better  than  the  full  com- 
prehension of  a  small  one. 

Tlwugli  the  child  should  people  his  world  with 


20  LITERARY  LANDMARKS. 

its  chemical,  its  vegetable,  its  animal  life,  though 
rocks  and  rivers  should  tell  him  their  stories,  flow- 
ers and  trees  whisper  to  him  the  secrets  of  their 
birth,  though  books  of  science,  history,  and  travel 
should  reveal  to  him  the  wonders  of  the  world's 
material  forces,  he  would  yet  have  failed  to  find 
its  deepest  life  and  truest  history  unless  he  has  en- 
joyed its  works  of  creative  imagination. 

Poetry  is  truer  history  than  is  history  itself. 
The  songs  which  have  burst  forth  from  the  human 
heart  from  the  early  dawn  of  thought  to  the  pres- 
ent are  far  more  significant  than  stories  of  lifeless 
pebbles,  or  of  flowers  which  wither  and  decay,  or 
of  birds  and  beasts  which  perish  and  are  not. 
The  meanest  myth  which  ever  sprang  from  the 
lips  of  the  simple,  wondering  savage  in  the  earth's 
long  childhood  has  more  of  aspiration,  more  of 
inspiration  in  it,  than  the  whole  world  of  soulless 
wonders.  The  highest  ofiice  of  reading  is  not  to 
open  the  eyes  of  the  child  to  the  evolution  of  the 
material  world,  or  to  teach  him  to  adapt  its  re- 
sources to  his  own  subsistence  ;  he  needs  no  books 
for  that.  The  greatest  hunger  of  the  human  soul 
is  not  for  food.  It  is  that  he  may  better  under- 
stand soul-motives  and  heart-needs ;  that  he  may 
more  freely  give  to  the  heart-hungry,  and  more 
freely  receive  from  the  soul-full ;  that  he  may  live 
out  of  and  away  from  his  meaner  self ;  that  he  may 
grow  all-sided ;  that  he  may  look  with  analytic 
rather  than  with  critical  eyes  upon  the  erring ;  that 


WORKS  OF  THE  CREATIVE  IMAGINATION.   21 

he  may  relish  the  homely  side  of  life,  and  weave 
beauty  into  its  poverty  and  ugly  hardships ;  that 
he  may  add  to  his  own  strength  and  wisdom  the 
strength  and  wisdom  of  the  past  ages  ;  it  is  that  he 
may  find  his  own  relation  to  the  eternal  that  the 
child,  equally  with  the  grown  person,  turns  to  the 
songs  which  ravish  the  ear  and  gladden  the  heart. 
I  have  heard  educators  urge  that  the  children 
of  laboring  people  should  be  taught  merely  to  read 
and  write  a  little  lest  they  "  become  educated 
above  their  employment,"  and,  learning  to  desjjise 
work,  grow  unhappy.  In  something  of  the  same 
spirit,  liuskin  speaks  rather  derisively  of  "  the 
people  who  do  not  distinguish  between  books  for 
the  laborer  and  the  school-man."  I  once  asked  a 
division  of  pupils,  most  of  them  children  of  work- 
ing-men, which  would  make  life  more  endurable 
to  them  if  they  were  obliged  to  lead  very  poor 
lives,  —  obliged  to  do  the  meanest  labor,  such  as 
scavengers'  work,  —  to  be  in  total  ignorance  of 
good  books,  supplied  only  with  the  poorest  if  with 
any,  or  to  be  finely  educated,  acquainted  with  the 
greatest  classics.  There  followed  a  lively  discus- 
sion, and  one  child  admitted,  much  to  the  disgust 
of  all  the  rest,  that  a  fine  education  would  sub- 
tract from  one's  power  to  endure  the  hardships 
of  a  menial  life.  One  little  boy  thought  he  could 
be  a  better  ditch-digger  with  Marcus  Aurelius  to 
think  of,  and  a  little  girl  from  a  saloon  believed 
people  would   not  come  to    the  saloon  to   spend 


22  LITERARY  LANDMARKS. 

their  money  if  they  loved  good  books  ;  for  her  own 
part,  she  would  rather  stay  up  -  stairs  with  her 
books  than  tend  bar.  The  little  librai-y  she  had 
collected  was  better  than  many  which  may  be 
found  in  the  homes  of  teachers  and  ministers.  A 
little  girl  whose  father  was  a  laboring  man  of  no 
literary  pretensions,  poor  and  sick,  who  lived  in 
a  crowded  tenement  house  in  a  degraded  street 
where  cleanliness  was  next  to  impossible,  told  me 
that  it  always  called  a  smile  to  her  father's  face 
when  she  brought  a  good  book  from  the  public 
library  ;  reading  was  almost  the  only  pleasure 
they  had.  It  always  excites  my  indignation  and 
contempt  to  hear  "  scholars,"  putting  themselves 
on  haughty  pedestals  of  classicalism,  speak  dis- 
paragingly of  giving  the  greatest  works  to  labor- 
ing men  or  their  children.  If  any  one  needs  "  the 
consolations  of  philosophy,"  or  of  beautiful  poetry, 
it  is  the  laborer ;  and  oftener  than  otherwise  the 
child  who  has  to  work  for  his  daily  bread  will  lay 
hold  vigorously  of  what  is  fine  and  poetic  with  a 
grasp  that  wealth  and  previous  culture  have  no 
conception  of.  Almost  any  teacher  can  show  bet- 
ter writing  from  children  than  there  is  in  Queen 
Victoria's  Journal,  and  sentences  equal  to  Buskin's. 
There  are  no  "  books  for  laborers  and  books  for 
scholars,"  unless  it  be  that  the  great  books  belong 
to  the  working-man  and  inferior  books  to  the 
school-man.  Instead  of  assuming  that  laboring- 
men  would  be  made  unhappy  and  dissatisfied  with 


WORKS  OF  THE  CREATIVE  IMAGINATION.   23 

mean  work  if  they  were  to  know  the  best  books 
of  the  world,  it  would  be  far  better  to  assume 
that  laboring  men  and  their  children  might  learn 
to  love  their  work  better  by  clothing  it  with  the 
garment  of  tliought  which  the  good  book  is  sure 
to  furnish.  The  sophistry  that  men  can  be  more 
cheerful  workmen  if  they  know^  nothing  of  books 
is  on]}'^  equalled  by  the  sophistry  that  ''  men  of 
brains  "  need  know  nothing  of  hand  work. 

There  are  many  popular  fantasies  in  regard  to 
classic  reading  for  young  people ;  one,  that  the 
classics  are  very  difficult  and  should  be  reserved 
for  young  men  at  college ;  another,  that  those 
young  men  who  read  them  in  the  original  know 
more  about  them  than  the  people  who  read  trans- 
lations. A  scholastic,  given  to  nice  and  fine  points 
of  speculation  on  various  philosophical  systems, 
was  once  asked  to  give  a  talk  on  Dante  to  an 
audience  of  country  school-teachers  and  replied, 
with  a  face  radiant  with  self -superiority,  "What 
can  they  want  of  Dante  ?  "  as  if  a  few  divinely 
appointed  "  scholars  "  held  a  monopoly  of  that 
gracious  poet.  And  a  very  kindly  but  rather  in- 
credulous critic  wonders  what  will  be  left  for  peo- 
ple when  they  get  older  if  they  master  the  classics 
wliile  they  are  young.  It  is  a  rare  instance  when 
any  young  man  who  has  read  the  classics  in  tlie 
original  in  college  can  give  the  plan  of  the  Iliad 
or  yl^]ncid,  or  the  main  thought  in  any  poem  of 
^schyhis  or    Sophocles.     "  Oh,  al)    that  wc    did 


24  LITERARY  LANDMARKS. 

with  the  classics  was  to  translate  them ;  we  just 
ponied  up  for  examination!  "  is  the  favorite  solu- 
tion. As  if  to  translate  a  poem  were  to  pick  it 
up  like  a  basket  of  chips  on  one  side  of  a  fence 
and  set  it  down  like  a  basket  of  chips  on  the 
other.  The  truth  is  that  the  classics  are  simpler 
by  far  than  the  great  mass  of  modern  writing. 
They  are  nearer  to  children  and  the  childhood  of 
the  race.  They  are  the  a,  b,  c  of  literature  and 
of  history,  and  give  the  clue  to  modern  thought. 
I  have  lately  read  the  lament  of  a  rather  lame 
writer  who  is  moaning  because  he  read  the  clas- 
sics while  young,  and  so  is  deprived  of  the  pleas- 
ure of  reading  them  now  and  having  them  "  fresh  " 
to  him.  He  might  sj^are  himself  his  regrets,  for 
what  little  mental  muscle  he  has  is  no  doubt  due 
to  the  classics.  It  has  been  one  of  the  pleasing 
experiences  of  our  recent  work  with  pupils  in  the 
the  eighth  grade,  that  those  children  who  dipped 
superficially  into  Homer  a  year  ago  have  shown 
the  most  eagerness  "  to  return  to  the  Argive 
ships  "  this  year,  and  the  most  intelligence  in  a 
careful  study  of  some  of  those  delightful  chapters. 
It  is  a  shallow  stream  which  reveals  all  of  its 
treasures  at  the  first  glance.  It  is  a  superficial 
book  that  must  needs  be  "fi*esh"  to  hold  the  in- 
terest. It  is  a  trite  character  that  reads  merely 
"  to  get  the  story,"  and  ha^^ng  once  got  it  is  palled 
by  it.  After  a  child  has  done  that  unheard-of 
thing,  mastered  the  ancient  classics,  he  might  do 


WOHKS  OF  THE  CREATIVE  IMAGINATION.      25 

as  does  Gladstone,  master  them  again  when  he 
gets  older;  or,  if  he  is  absolutely  distressed  for 
want  of  something  intricate  and  difficult,  there  is 
Kosmini's  Philosopliy,  or  Browning's  Sordello. 
And  after  he  has  arrived  at  his  second  childhood 
there  is  still  left  all  that  juvenile  literature  he 
neglected  in  his  first  childhood.  One  has  no  need 
to  fear  that  with  all  the  Journals  of  Psychology, 
Philosophy,  Economics,  and  Science  constantly 
issued,  a  person  is  going  to  lack  reading  of  a  high 
character  after  he  has  "mastered  the  classics." 
The  danger  lies  in  destroying  the  power  even  to 
begin  the  classics.  A  letter  from  Charles  Dudley/ 
Warner  gives  excellent  points  on  this  subject :  —  ' 

I  cannot,  in  one  letter,  say  all  tliat  I  would  like 
about  books  for  cliiklren.  As  a  general  thing,  I  do  not 
believe  in  books  written  for  children.  Most  of  the 
books  of  this  sort  seem  to  be  a  fatal  mistake,  enfeebling 
to  young  minds.  To  read  constantly  about  children 
and  childish  things  may  do  little  harm,  but  there  is  no 
lift  in  it  for  the  imagination  or  the  heart ;  and  many  of 
those  books  which  introduce  the  elements  of  love,  of 
self-conscious  relations,  of  coquetry  between  the  sexes, 
are  positively  vicious.  This  applies  to  many  books 
which  are  popular  with  children.  I  notice  that  children 
who  are  fed  on  such  books,  following  this  course  by 
jejune  goody-goody  novels  or  "  stories,"  are  more  or 
less  intellectually  and  morally  demoralised.  They  lose 
the  taste,  or  never  acquire  it,  for  robust,  healthful  lit- 
erature. I  am  not  sure  but  it  would  bo  a  gain,  if  all 
the  so-called  children's  books  were  destroyed,  anil  the 


26  LITERARY  LANDMARKS. 

children  depended  altogether  on  what  we  call  adult  lit- 
erature. I  know  of  a  family  of  young  children  who  read, 
or  had  read  to  them,  a  translation  of  the  Iliad.  They 
were  jjerfectly  cajjtivated  by  it,  and  they  got  more  out 
of  it,  even  though  not  able  to  read  themselves,  than 
they  would  have  got  from  a  whole  library  of  the  stuff 
children  now  commonly  read.  Bear  in  mind,  that  there 
is  little  or  no  benefit  in  reading,  unless  the  reading  is 
good.  In  my  district  school-days  we  did  not  have  much 
juvenile  literature,  and  I  remember  how  the  fine  selec- 
tions of  good  literature  in  the  reading-books  ennobled 
the  mind  and  kindled  the  imagination.  But,  as  I  said, 
the  subject  is  too  large  for  a  letter.  With  my  views  I 
am  plainly  incompetent  to  make  out  a  list  of  "  books 
for  children,"  as  the  phrase  is. 

Still,  I  will  mention  a  few  "children's  books,"  simply 
to  indicate  the  character  of  books  of  this  sort  to  be  pre- 
ferred, and  not  intending  to  exclude  others  as  good. 

The  Arabian  Nights  (selections  of  the  best  tales 
abridged),  Robinson  Crusoe,  Swiss  Family  Robinson, 
Maria  Edgeworth's  Parents'  Assistant,  Castle  Blair,  by 
Flora  Shaw,  Jean  Ingelow's  Stories  told  to  a  Child, 
Holiday  Hours,  by  C  St.  Clair,  Mrs.  Ewing's  Stories, 
and  Miss  Yonge's  Dove  in  the  Eagle's  Nest.  The 
list  of  books  of  the  sort  last  named  might  be  made 
much  longer.  Yet  I  think  that  children  who  read  these 
could  be  as  easily  and  more  profitably  entertained  by 
The  Lady  of  the  Lake,  Rab  and  His  Friends,  and  a 
great  many  English  stories,  or  more  modern  sketches, 
tales,  and  biographies  written  for  adults." 

In  the  study  of  reading  or  literature  there  is 
the  same  hodge-podge  arrangement  of  studies  in 


WORKS  OF  THE  CREATIVE  IMAGINATION.      27 

schools  throughout  the  hind  that  one  finds  in  the 
study  of  geography  and  history ;  and  chiklren 
leave  school  with  all  sorts  of  jumbled  ideas  con- 
cerning books  and  authors,  their  relation  to  the 
world's  liistory,  and  tlieir  comparative  value.  To 
satisfy  myself  on  this  point,  I  have  asked  young 
people  from  twelve  to  fifteen  years  of  age  who 
have  left  school  to  give  me  a  sort  of  summing 
up  of  their  knowledge  of  books  and  authors  in  a 
diagram  after  the  plan  of  the  one  below  with 
about  the  followinsr  results. 


LONGPett-ow 


MlSSAt-COTTJ 


AGES    BCFORC   CHRIST         CMRIST  I       AGES  SINCECHRIST       "^j^QE 


It  is  a  rare  instance  where  a  graduate  of  a  high 
school  can  tell  whether  Dante  led  Virgil,  or 
whether  Virgil  led  Dante  ;  whether  Homer  drew 
his  inspii'ation  from  Alexander  the  Great,  or 
whether  Alexander  the  Great  acted  under  the 
inspiration  of  Homer  ;  whether  Charlemagne  and 
Mohammed  were  factors  in  the  problem  which 
Tennyson  has  woi'ked  out,  or  whether  Tennyson 
sprang  forth,  a  species  by  himself,  unrelated  to  any 


28  LITERARY  LANDMARKS. 

other  age  or  even  to  his  own.  One  needs  but  to 
glance  at  a  high  school  "  Course  of  Reading"  in 
any  city  or  town  to  see  the  same  "  system."  Here 
are  Enoch  Arden  and  Gray's  Elegy,  perhaps,  lead- 
ing up  to  some  study  from  Homer.  Studies  from 
Whittier,  Longfellow,  Pope,  and  Shakespeare  all 
mixed  together  to  lead  up  to  studies  in  Scott  and 
Virgil,  no  one  study  bearing  the  remotest  relation 
to  any  of  the  rest  or  to  the  world's  literature  in 
its  evolution  through  the  ages.  "  Whose  fault  is 
it  ?  "  Certainly  not  the  fault  of  the  young  peo- 
ple. They  are  seeking  for  the  truth,  the  truth  in 
its  entirety.  In  grammar  and  primary  grades, 
and  in  country  schools,  the  main  object  in  reading 
seems  to  be  to  drill  the  children ;  in  other  words, 
to  give  them  the  method,  which  is  too  often  a  mere 
externality,  rather  than  the  motive,  which  is  al- 
ways sure  to  propagate  many  good  methods.  In 
the  anxiety  to  call  words  correctly,  to  articulate 
clearly,  to  gesticulate  impressively,  to  get  defini- 
tions and  spelling,  the  chief  objects  of  reading, 
namely,  the  getting  of  the  largest  thought  of  the 
writer  and  the  relation  of  the  writing  to  the 
world's  progress,  are  left  out.  The  emphasizing 
of  external  forms  instead  of  ideas  has  led  on  to 
a  distaste  for  good  reading,  and  out  of  that  has 
grown  the  theory  that  reading  should  be  very 
simple  and  monosyllabic,  a  theory  which  has  done 
luuch  to  expel  good  Hteratiire  from  school-readers 
and  substitute  weak  and  pointless  studies.     The 


WORKS  OF  THE  CREATIVE  IMAGINATION.      29 

truth  is,  that  a  child  does  not  dread  hard  words  ' 
so  much  as  insipid  thought;  he  will  be  trii^ped/ 
up  a  hundred  times  by  short  words,  where  he  will 
stumble  once  over  long  ones,  and  will  acquire  a 
better  vocabulary  of  words  and  better  style  of 
])ronouncing  if  the  idea  is  emphasized  al)ove  the 
mode  of  expression.  lie  will  read  with  better 
expression  if  his  mind  is  searching  after  the  lar. 
gest  thought  in  the  piece  than  he  will  if  he  is  con- 
tinually nagged  at  concerning  the  definitions  of 
words. 

That  children's  school-reading  is  a  confusion  of 
great  and  small,  good  and  bad,  important  and  un- 
important, fine  and  coarse,  unrelated  and  unas- 
sorted, is  the  main  point  under  consideration.  If 
men  and  women  wish  to  read  in  a  topsy-turvy 
fashion  it  is  their  own  business  ;  perhaps  no  adult 
can  or  should  tell  any  other  adult  what  he  ought 
to  read  ;  but  children  at  school  do  not  do  their 
own  choosing,  and  it  is  important  that  they  learn 
to  read  in  such  a  way  that  the  materials  they 
gather  shall  form  a  something  entire.  They  have 
the  ability  "  to  grow  a  faculty  "  for  preferring  the 
better  book  instead  of  the  worse.  Many  teachers 
have  proved  to  their  own  satisfaction  that  young 
children  prefer  great  classics  to  weak  reading. 
I  have  seen  a  hundred  young  people  in  fifth  and 
sixth  grades  sponttmeously  applaud,  with  no 
prompting  from  any  teacher,  the  finest  and  sub- 
tlest thought   in  analyses  of  Hawthorne's  Great 


30  LITERARY  LANDMARKS. 

Stone  Face  and  The  Christmas  Banquet,  where  I 
had  expected  a  very  funny  essay  to  win  all  the  en- 
thusiasm. And  I  know  that  the  vulgar  printed 
matter  which  is  thrust  by  vile  publishers  upon  in- 
nocent young  people  cannot  hold  its  own  against 
the  pressure  of  the  great  book.  The  masteri^iece 
will  stand  against  commonplace  reading  as  soon 
as  the  child  either  feels  or  recognizes  the  laws  of 
literary  art,  and  he  is  often  more  responsive  to 
those  laws  than  are  older  people.  Where  the 
adult  will  satisfy  his  conscience  with  the  assump- 
tion that  "  It 's  all  a  matter  of  one's  private  opin- 
ion whether  a  book  is  great  or  not "  (a  common 
saying  among  people  not  acquainted  with  the  laws 
of  criticism),  the  child  with  more  open  sense  and 
a  greater  desire  to  weigh  matters  will  delight  in 
api^lying  the  tests  given  by  Goethe,  Lessing, 
Dante,  and  other  great  thinkers  who  have  revealed 
those  laws.  Since  the  laws  which  underlie  good 
painting  are  very  much  like  the  laws  governing 
the  worth  or  worthlessness  of  literature,  a  teacher 
can  very  easily  draw  the  child's  attention  to  both 
sets  of  laws  by  means  of  photographs  from  good 
paintings.  Here  is  a  picture  of  a  blind  girl,  sit- 
ting in  a  rocky  cavern,  holding  out  a  light  that 
others  coming  into  the  cave  may  not  stumble. 
Though  blind  she  is  giving  light  to  others.  The 
child  will  soon  discover  that  the  picture  is  a  reve- 
lation of  the  beauty  of  self-forgetf illness  and  care 
for  others.    Comparing  the  picture  with  Warner's 


WORKS  OF  THE  CREATIVE  IMAGINATION.     81 

matchless  story  A-Huntiug  of  the  Deer,  the  child 
will  find  that  a  story  may  in  the  same  way  reveal 
the  same  beautiful  sentiment,  and  by  indirect  ques- 
tiouino;  lie  can  arrive  at  the  law  that  a  work  of  art 
which  reveals  a  noble  passion  must  be  greater  than 
one  which  reveals  a  mean  sentiment,  all  other 
things  being  equal.  Of  other  studies  illustrating 
the  same  law,  Enoch  Arden,  Christmas  Carol,\ 
The  Dog  of  Flanders,  for  fifth,  sixth,  and  seventh ' 
grades.  Browning's  Ivan  Ivanovitch  and  Story  of 
Donald,  Lowell's  The  Vision  of  Sir  Launfal,  and 
Craddock's  Floating  Down  Lost  Creek,  for  seventh 
and  eighth  grades,  are  only  a  few  of  the  many 
beautiful  studies  which  teachers  may  select.  The 
drama  of  Prometheus  from  ^schylus  is  a  mag- 
nificent study  of  self-sacrifice,  and  our  practice 
teachers  at  the  Normal  School,  after  making  a 
study  of  the  poem,  succeeded  in  the  eighth  grade 
in  getting  warm  discussions  concerning  the  mo- 
tives of  the  characters.  The  study  of  Philoctetes 
in  the  seventh  grade  (Plumptre's  translation),  al- 
though pointing  an  opposite  sentiment,  leads  to 
similar  reasoning.  Chaucer's  Griselda  calls  forth 
various  expressions ;  some  children  regard  the 
heroine  as  an  example  of  self-sacrifice,  and  others 
a  specimen  of  stupidity.  A  child  will  take  home 
the  lesson  of  self-sacrifice,  when  he  has  discovered 
the  beauty  of  it  by  looking  at  it  from  a  scientific 
standpoint,  when  he  will  revolt  against  it  if  it  is 
preached  at  him. 


32  LITERARY  LANDMARKS. 

A  photograph  of  Leonardo  Da  Vinci's  Last 
Supper  put  in  contrast  with  a  photograph  of 
Giotto's  Last  Supper  will  lead  on  to  the  discovery 
of  a  new  law  in  art.  In  one  picture  the  discijjles 
are  arranged  in  groups,  each  interested  in  the  others 
of  his  group,  and  all  interested  in  the  great  central 
figure,  Christ.  In  the  other  picture  each  disciple 
sits  in  a  stilted  position,  an  independent  being, 
beai-ing  no  particular  relation  to  the  rest.  If  the 
child  cannot  discover  for  himself  that  one  picture 
is  greater  than  the  other  because  its  parts  are  all 
related  to  each  other  and  to  the  whole,  a  little  dis- 
cussion will  bring  it  out.  It  is  much  better  for 
the  child  to  discover  these  laws  for  himself  than 
to  force  them  upon  him,  since  it  will  lead  him  to 
try  to  discover  new  laws,  and  consequently  make 
him  modest  concerning  his  own  pi-ivate  opinion  ; 
it  will  also  teach  him  to  be  willing  to  look  at 
things  from  different  points  of  view,  and  to  hold 
his  opinions  open  to  new  convictions. 

As  a  contrast  to  Da  Vinci's  Last  Supper  take 
Thorwaldsen's  Sale  of  the  Loves.  Here  the  child 
can  see  a  series  of  beautiful  thoughts,  each  one 
leading  on  to  the  next,  but  the  whole  forming  a 
succession  of  pictures  rather  than  one  picture.  It 
is  very  beautiful  but  lacks  artistic  unity. 

The  law  that  a  work  is  greater  whose  parts  are 
correctly  related  to  each  other  and  to  the  whole  is 
universally  recognized  by  great  critics  and  easily 
demonstrated  by  young  people. 


An  ouHine  for  the  sKidy  of  fhe  developmenr  or  growth  of 

D^l^^e■i  Divine  Comedv 


The  Spiritual  Sense  of  Dantei  Divjna  Commedia 


W.T  Hams. 


IX  ) 

Topics  for  discussiori 
Old  Danhc  mean(helnl"crno 
fo  represenHtic  condi^on  of 
man'i  soul  ouf  o|-  sympaH^y 
wil+i  fhe  Divine' 
Purqatory  a  symbol  of-  qrowth  !* 
P^»radi^e.rhe  ycil  m  hdrmooy  with  the  Divine ' 
5ff  ucharal  beauhy  o^  the  poem     ihs  influence 

biqnif-icdnce  offhe  Paradise  arvd  descriphon  o|-  ir 
hroin  Shadow  et  Danfe 

vn 

Significance  of  t^'C  Purqifory, 
Read  from  S  hadow  of  Danfe 


Mrs   Wards 
Life  of  Danhe. 


and  Car»t^o  XII  L  onqfelkwv'i 
Translahon. 

^^ 

f^ra^  fourteen  Cantos 
Inferno       DiScuiS 
Compare  wifh  Virqil&.11ofner. 


Lowell's 
E  sscny  on  Dante 


Plan  of  Danfe'b  worK 
Orawinqiof  Purgchsrvtladcs  and 
Paradise .    See  Sliadoxv of  Danhc , 

Ohort-  bKehch  of  the  life  of  Danhe 
Roiscfti's   5hadow  of  Danfe  . 


■^r 


n 

Dryant's 


T     .  nn 

.Virgils  expansion 


Early  icleexs     ,  „,  , , 

cftlade.  (Book  XI    Odv^.ev.QlrvT  ^Tne^d 


i 


WORKS  OF  THE  CREATIVE  131  AGINATION.      33 

Plato  recognized  it  and  illustrates  it  in  perhaps 
an  amusing  manner.  Two  is  not  two,  he  says,  by 
virtue  of  its  being  one  plus  one,  but  by  reason  of 
its  quality  of  twoness,  thus  showing  that  two  may 
be  looked  at  in  its  totality  rather  than  as  separate 
units.  Lessing  and  Goethe  emphasize  this  law. 
Dante's  Divine  Comedy  is  the  best  possible  illus- 
tration of  it.  No  one  reading  the  Inferno  or 
the  Purgatorio  or  Paradiso  alone  can  make  any 
just  estimate  of  the  poem,  since  the  whole  is  a  sin- 
gle concept,  and  a  just  estimate  of  it  can  be  made 
only  by  taking  a  bird's-eye  view  of  it  as  a  totality. 
Something  like  such  a  view  of  it  may  be  obtained 
by  drawing  diagrams  of  each  part  as  does  Aliss 
Eossetti  in  The  Shadow  of  Dante,  and  studying 
the  plan  of  it  as  given  by  her.  Such  studies  in 
connection  with  the  most  impressive  cantos  can 
hardly  fail  to  show  the  unity  of  Dante's  work. 
That  almost  every  pupil  in  an  eighth  grade  divi- 
sion would  rather  have  gone  on  with  the  study  of 
The  Divine  Comedy  than  to  have  dropped  it  was 
sufficient  proof  to  me  that  my  experiment  in  put- 
ting the  poem  before  them  was  a  satisfactory  one. 
Midsummer  Night's  Dream  and  Philoctetes 
(Plumptre's  translation)  for  seventh  and  eighth 
grades.  Lamb's  The  Tempest  for  sixth  grade,  the 
Antigone  of  Sophocles  for  older  people,  are  all  in- 
teresting studies  and  illustiations  of  this  law  of 
structure.  Amclie  Kives's  The  Story  of  Arnon  is 
one  of  the  most  beautiful  stories  from  an  artistic 


34  LITERARY  LANDMARKS. 

standpoint  that  American  literature  affords.  A 
sixth  grade  class  in  Chicago  during  the  last  year 
gave  their  teacher  enthusiastic  essays  upon  it, 
essays  which  bore  conclusive  evidence  that  the 
artistic  unity  of  the  story  had  made  a  great  im- 
pression upon  them,  although  perhaps  they  had 
not  formulated  any  rule. 

Of  shorter  studies  whose  artistic  build  may  be 
less  pronounced,  though  none  the  less  beautiful, 
Matthew  Arnold's  The  Forsaken  Merman  is  to 
me  the  most  exquisite.  This  poem  I  have  read 
and  had  read  in  sixth,  seventh,  and  eighth  grades, 
generally  with  great  effect.  I  was  introduced  to 
the  poem  by  a  pupil  reciting  it  to  me.  Its  ethical 
is  almost  equal  to  its  structural  beauty.  Lowell's 
The  Legend  of  Brittanj^  for  private  reading,  Swin- 
burne's Ode  to  Proserpine  (the  cleanest  and  most 
charming  of  his  poems)  and  Browning's  Saul  for 
older  people,  Schiller's  Veiled  Statue  of  Truth, 
Goethe's  Erl  King,  Bryant's  Ode  to  a  Waterfowl, 
Holmes's  Chambered  Nautilus,  Tennyson's  Lady 
of  Shalott,  Sir  Galahad,  and  Elaine,  Bryant's 
Thanatopsis  and  Death  of  the  Flowers,  Whit- 
tier's  Skipper  Ireson's  Ride,  Gray's  Elegy,  Burns's 
John  Barleycorn,  Hood's  Eugene  Aram,  Drake's 
Culprit  Fay,  Scott's  William  and  Helen  and  The 
Lay  of  the  Last  Minstrel,  Coleridge's  The  Ancient 
Mariner,  Lanier's  Marshes  of  Glynn  (equal  to 
anything  Wordsworth  ever  wrote),  Mrs.  Brown- 


WORKS  OF  THE  CREATIVE  IMAGINATION.     36 

ing's  Lady  Geraldine,  Browning's  Ivan  Ivanovitch, 
Herbert's  Ode  to  Virtue,  Sarah  Orne  Jewett's 
Caged  Bird  (Atlantic  Monthly,  vol.  59),  Long- 
fellow's Bell  of  Atri,  —  any  of  these  studies  for 
seventh  and  eighth  grades  ; 

Canipbell's  Lord  Ullin's  Daughter,  Tennyson's 
Lady  Clare,  Christmas,  and  Lord  of  Burleigh, 
Scott's  Lochinvar  and  The  Lady  of  the  Lake, 
Brow^ning's  Katisbon,  How  they  brought  the  Good 
News  to  Aix,  and  Dog  Tray,  Bryant's  Whitefooted 
Deer,  Byron's  Prisoner  of  Chillon  and  Senna- 
cherib and  Battle  of  Waterloo,  Southey's  Blen- 
heim, Long-fellow's  The  Village  Blacksmith,  The 
Birds  of  Killing-worth,  and  Psalm  of  Life,  Matthew 
Arnold's  St.  Brandan,  Mrs.  Browning's  The  Poet 
and  the  Bird,  Hood's  The  Song  of  the  Shirt, 
Hunts  Abou  Ben  Adhem,  Mrs.  Hemans's  Spring- 
Song,  Shelley's  Ode  to  the  Skylark,  Wordsworth's 
The  Kitten  and  the  Leaves,  Burns's  Auld  Lang 
Syne,  Whittier's  Maud  Muller,  Cowper's  The  Dog 
and  the  Water-lily,  for  fifth  and  sixth  grades ; 

Wordsworth's  We  are  Seven,  Burns's  To  a 
Mouse,  and  To  a  Mountain  Daisy,  Mrs.  Brown- 
ing's Romance  of  the  Swan's  Nest,  Lowell's 
Without  and  Within,  The  Heritage,  and  Rhoecus, 
Campbell's  Hohenlinden,  Longfellow's  Children's 
Hour,  The  Emperor's  Bird's-Nest,  and  The  Wi-eck 
of  the  Hesperus,  William  Blake's  The  Little 
Black  Boy,  and  Pii)e  Me  a  Song,  Southey's  The 
Inchcape  Rock,  Hood's   I    Remember,  Cowper's 


36  LITERARY  LANDMARKS. 

John  Gilpin,  Dog  and  Bird,  The  Silk  Worm  and 
The  Cricket,  Hogg's  Skylark,  and  Sheridan's  Kide, 
for  third  and  fourth  grades  ; 

Wordsworth's  Lucy  Gray,  Alice  Fell,  and  Goody 
Blake,  Aldrich's  Baby  Bell,  William  Blake's  On 
Another's  Sorrow,  J.  T.  Fields's  Rover  and  Ballad 
of  the  Tempest,  Campbell's  The  Harper,  Burns's 
Linnet,  Mrs.  H.  H.  Jackson's  Spinning,  Whittier's 
Barbara  Frietchie,  Mrs.  Hemans's  Casabianca, 
Longfellow's  Paul  Revere's  Ride,  Tilton's  Song  of 
the  Fly,  for  first,  second,  and  third  grades.  These 
are  all  studies  which  children  are  apt  to  like  very 
much,  and  nearly  all  of  them  illustrate  in  a  greater 
or  less  degree  the  law  of  artistic  unity. 

Poems  can  easily  be  spoiled  as  artistic  works 
by  burying  them  in  collateral  reading,  and  by 
stopping  very  frequently  to  nag  the  child  concern- 
ing the  definition  of  some  word.  Take  as  an 
illustration  Whittier's  Barefoot  Boy.  "  What  is  a 
boy  ?  What  is  a  blessing  ?  Where  did  the  straw- 
berries gi'ow  ?  What  are  pantaloons  ?  "  and  so 
on.  The  child's  comfort  in  reading  such  a  piece 
for  totals  instead  of  details  can  be  as  completely 
spoiled  by  spurious  questioning  as  was  the  musi- 
cian's pleasure  in  trying  to  render  a  beautiful 
piece  of  music  when  he  mistook  a  fly-speck  for  a 
very  high  note  and  tried  to  sing  it.  Several  years 
ago  I  heard  a  teacher  give  a  lesson  on  The  Vil- 
lage Blacksmith,  taking  the  word  "  chestnut  "  as 
the  key-note  of  the  poem.     The  lesson  was  really 


WORKS  OF  THE  CREATIVE  IMAGINATION.     37 

a  "  science-lesson  "  on  chestnuts.  I  once  lieiiid 
Tennyson's  Lady  Clare  spoiled  in  like  manner. 
The  lily-white  doe  which  Lord  Ronald  l)rought 
to  his  cousin  was  made  the  turning-point  of  the 
poem.  The  doe,  the  number  of  its  legs,  the  length 
of  its  tail,  the  shape  of  its  ears,  the  color  of  its 
eyes,  its  food,  the  species  to  which  it  might  have 
or  might  not  have  belonged,  these  were  the  points 
brought  forward  for  consideration,  while  the  eth- 
ical lesson  underlying  it,  the  one  thing  that 
tended  to  make  the  poem  sweet  and  poetic,  never 
came  up  at  all.  One  teacher  will  take  an  essay 
of  John  Burroughs  and  turning  its  poetic  side  out 
make  a  poem  of  it,  while  another,  turning  its  sci- 
entific side  out,  will  make  the  most  abominable 
prose  of  it.  Collateral  reading  does  little  more 
for  poetry  than  to  spoil  it,  since  it  tends  to  de- 
stroy its  totality  and  break  it  up  into  epigrams  ; 
nevertheless,  preliminary  reading  may  pave  the 
way  for  it.  Studies  similar  to  Koniola,  Hypatia, 
Ivanhoe,  and  Julius  Caesar  require  preliminary 
reading,  geographic,  historic,  and  classic.  The 
study  of  Dante  requires  all  this,  and  collateral 
reading  also.  But  all  collateral  reading  in  con- 
nection with  studies  of  purely  artistic  value  comes 
under  the  head  of  "  lumber." 

In  addition  to  the  laws  of  art  already  men- 
tioned, the  child  can  easily  see  that  the  work  of 
ai"t  which  portrays  a  national  life,  a  religion,  is 
greater  than  one  which  shows  some  pettier  feeling. 


38  LITERARY  LANDMARKS. 

Macaulay  tells  us  that  religion  is  at  the  founda- 
tion of  the  best  art,  and  that  national  life  is  at  the 
foundation  of  religion.  That  Homer  reveals  the 
most  intense  feeling  of  a  great  nation  is  suffi- 
cient reason  why  he  should  be  read.  It  is  not 
above  a  child's  comprehension  that  the  greatest 
work  of  art  will  have  universal  types  in  the  fore- 
ground and  universal  life  in  the  background. 
Hector  and  Andromache  caressing  their  babe  in 
the  foi-eground  form  a  type  of  the  universal. 
Every  manly  man  would  linger  to  kiss  his  wife 
and  babe  before  going  into  battle.  The  great  con- 
tending armies  in  the  background  make  a  type  of 
universal  or  national  life  in  the  days  of  Homer. 
Millais's  Huguenot  Lovers  is  another  picture  of 
the  sort,  although  the  national  life  is  suggested 
rather  than  represented.  Romola  is  a  wonderful 
illustration  of  this  law.  Her  trials  are  just  such 
trials  as  women  in  general  have,  especially  if  they 
are  loyal  and  high-minded  ;  while  the  contending 
of  different  religious  factions  is  a  univei'sal  state 
of  affairs.  As  revealed  in  that  book,  it  was  the 
national  life.  The  Tale  of  Two  Cities,  Ivauhoe, 
and  indeed  any  of  Scott's  works,  the  drama  of 
Julius  Caesar,  Picciola,  Les  Miserables  and 
Ninety-Three  by  Victor  Hugo,  Cooper's  novels, 
Uncle  Tom's  Cabin,  The  Courtshi])  of  Miles 
Standish,  all  stand  the  test  of  this  law. 

That  a  work  of  art  should  suggest  more  than  it 
expresses  is  another  recognized  law  of  art,  and 


WORKS  OF  THE  CREATIVE  IMAGINATION.      39 

one  of  the  most  delighttul.  An  artist  painted  an 
irresistibly  funny  picture  called  The  "  'Possum 
Story."  An  old  colored  man  with  his  hands  in 
the  air,  the  keenest  mirth  in  his  face,  telling  a 
story  to  a  group  of  colored  boys  who  were  ready 
to  burst  with  laughter.  The  fun  in  the  picture 
surprised  me  anew  into  a  hearty  laugh  every  time 
I  saw  it  until  the  artist  painted  in  the  dead  "  'pos- 
sum." After  that  I  never  saw  any  fun  in  the  pic- 
ture, but  felt  only  a  pity  for  the  dead  animal. 
The  story,  or  suggestiveness,  went  out  of  the  pic- 
ture when  the  reality  came  in.  Prue  and  I,  by 
Curtis,  is  the  finest  illustration  of  this  law  that  I 
have  ever  seen  tried  in  the  school-room.  It  gives 
rise  to  many  discussions  concerning  the  pictures 
it  suggests.  Prue  and  I  is  one  of  the  first  books 
I  should  put  into  a  child's  library.  Thoroughly 
and  loyally  American,  poetic,  humorous,  it  stands 
alone  as  a  work  of  the  creative  imagination. 

Among  other  studies  which  illustrate  the  law  of 
suggestiveness,  and  are  readable  by  young  folks, 
is  My  Summer  in  a  Garden  (fifth  and  sixth 
grade  children  enjoy  that  almost  equally  with  sev- 
enth and  eighth,  —  the  book  is  very  funny).  Any 
of  Browning's  poems  are  suggestive,  leaving  the 
reader  to  think  out  the  problem  for  himself.  I 
had  the  pleasure  of  reading  The  Return  of  the 
Druses  with  about  twenty  of  our  teachers  in  tlie 
Training    Class    during   the   past  winter,  and   a 


40  LITERARY  LANDMARKS. 

young  girl  of  the  seventh  grade  who  was  present 
discussed  the  characters  in  the  poem  with  great 
concern.  The  poem  would  make  an  admirable 
eighth  grade  study,  as  would  Colombe's  Birth- 
day. 

Such  laws  of  literature  as  can  be  obtained  from 
Poe's  essay  on  his  composition  of  The  Raven  I 
have  presented  to  a  seventh  grade  class,  and  they 
can  easily  see  the  contrary  effects  of  long  and 
short  vowels  and  get  the  idea  of  coloring  in  liter- 
ary art.  The  laws  of  music  or  quantity  as  taught 
by  Lanier  in  his  Science  of  English  Verse  are 
beyond  grammar  pupils,  but  should  not  be  beyond 
high  school  pupils  in  the  last  year's  study. 

A  child  may  distinguish  between  good  books 
and  worthless  ones  through  his  native  intelligence, 
or  he  may  learn  to  do  it  from  some  inner  leading, 
or  from  some  external  motive  ;  as  an  act  of  con- 
science because  he  thinks  it  right ;  as  an  act  of 
curiosity  because  he  "  wants  to  see  "  for  himself 
what  makes  a  book  good  ;  as  an  act  of  sympathy 
because  he  wants  to  know  what  it  is  his  parents  or 
teachers  love,  and  share  it  with  them  ;  as  an  act  of 
vanity  to  make  himself  superior.  I  have  heard 
the  argument  put  forth  by  educators  that  children 
usually  make  hy])ocrites  of  themselves,  pretend- 
ing to  prefer  a  good  book  to  a  poor  one  to  grat- 
ify the  parent  or  teacher.  A  teacher  whose  efforts 
in  this  direction  had  been  dampened  by  such  r^ 
marks  told  me  that  she  had  seen  more  children 


WORKS  OF  THE  CREATIVE  IMAGINATION.      41 

make  hypocrites  of  themselves  by  pretending  to 
like  weak  and  silly  books  to  gratify  an  uncultured 
teacher  than  by  pretending  to  like  the  good  ;  and 
here  she  struck  a  key-note,  for  most  of  the  hypoc- 
risy among  children  (and  there  is  not  so  very 
much  of  it)  is  the  pretence  of  liking  stupid  les- 
sons and  flat,  pointless  books,  instead  of  really 
good  ones.  I  have  seen  children  read  and  enjoy  a 
good  book  with  one  teacher,  and,  going  to  another 
who  did  not  like  the  book,  and  made  fun  of  it, 
pretend  not  to  like  it  to  gratify  the  second 
teacher.  Children  can  be  ridiculed  into  despising 
a  good  book  they  have  learned  to  Ijke  far  more 
easily  than  they  can  be  wheedled  into  pretending 
to  like  a  good  book.  There  are  older  people  who 
illustrate  the  same  point.  They  read  Browning 
in  private,  and  enjoy  his  works,  but  will  not  tell 
of  it  for  fear  of  being  ridiculed  ;  as  Amelie  liives 
says,  "  One  hardly  likes  to  acknowledge  that  he 
understands  Browning;  so  much  ridicule  has  been 
bestowed  upon  his  obscurities  that  it  seems  like 
posing  to  understand  him." 

AVhether  a  child  likes  a  book  or  dislikes  it  is 
little  to  the  point.  He  has  no  judgment  in  the 
matter  until  he  has  made  repeated  investigations. 
A  young  teacher  once  told  me  that  she  disliked 
myths,  she  had  never  read  them,  she  did.  not  like 
to  teach  them,  and  she  saw  no  use  in  teaching 
children  anything  about  the  myth-making  age ; 
but  being  of  a  receptive  and  conscientious  mind, 


42  LITERARY  LANDMARKS. 

after  studying  Dante  and  finding  out  the  magnif- 
icent use  be  made  of  that  material,  she  saw  how 
foolish  it  was  to  form  judgments  without  premises. 

The  most  beautiful  road  in  desultory  reading  is 
the  road  leading  out  of  it,  and  when  a  child  has 
learned  to  distinguish  between  a  good  book  and 
a  poor  one  he  has  taken  the  first  step  away  from 
desultory  reading ;  but  he  has  yet  had  no  fair 
view  of  literature,  no  real  basis  on  which  he  can 
build  his  future  reading  until  he  has  seen  litera- 
ture in  the  light  of  its  history  or  its  growth. 
There  are  related  landmarks  in  the  literature  of 
each  epoch,  of  the  world's  history  which  may 
serve  as  links  or  as  foundation  stones  in  a  child's 
knowledge  even  in  the  lowest  primary  grades. 
There  are  studies  which  may  follow  each  other 
in  natural  sequence  at  every  point  in  the  child's 
growth,  forming  an  ever-widening  horizon,  where- 
in the  world's  literature  shall  grow  upon  his  vis- 
ion. It  is  the  one  office  of  reading  in  school  to 
give  the  child  that  which  will  enable  him  to  edu- 
cate himself  as  far  as  reading  will  do  it,  and  any 
child  who  leaves  school,  even  at  the  age  of  ten, 
without  an  outline  in  his  mind  which  shall  serve 
him  as  a  basis  for  future  reading,  either  syste- 
matic or  desultory,  a  plan  by  which  he  can  go  on 
educating  himself  indefinitely  and  intelligently, 
has  been  defrauded  of  the  one  thing  that  makes 
school  worth  attending. 

It  is  possible,   and   it   is    practical,  and   it  is 


WORKS  OF  THE  CREATIVE  IMAGINATION.     43 

necessary  for  a  child  to  get  a  worlcVs-view  of  lit- 
erature, to  see  thought  in  its  evolution,  if  he  ever 
becomes  self-educating.  The  growth  of  thought 
is  as  graspable  by  a  child's  mind  as  is  a  plant's 
growth.  It  lies  within  the  circumference  of  his 
ability  to  see  the  wave  of  thought  which  rippled 
in  the  myth  rise  in  grandeur  into  the  drama  of 
^schylus,  and  break  upon  our  own  shores  in  the 
stories  of  Hawthorne  or  the  songs  of  Whittier, 
Longfellow,  and  Lowell ;  to  find  that  the  heart- 
beat of  Homer  sent  the  blood  leaping  through 
Virgil's  veins  and  quickened  Dante's  strong  hand  ; 
to  feel  little  by  little  the  pulse  of  the  centuries 
throbbing  as  one  great  pulse,  the  pulse  of  hu- 
manity. 

It  is  not  a  theory,  it  is  a  fact  which  has  been 
successfully  demonstrated  in  our  last  year's  work 
at  the  Cook  County  Normal  School,  and  in  evi- 
dence of  it  I  offer  some  of  the  work  of  the  chil- 
dren. At  the  end  of  the  year  I  asked  the  children 
of  the  fifth,  sixth,  seventh,  and  eighth  grades  to 
prove  to  me  by  some  original  design  that  they 
understood  the  development  of  literature.  One 
little  girl  drew  a  tree  in  which  she  made  the  roots 
symbolize  the  myth-making  age,  the  trunk  all 
literature,  the  first  large  branch  Homer  and  each 
successive  branch  the  next  literary  landmark 
(according  to  chronological  arrangement)  which 
she  had  in  her  mind  until,  arriving  at  the  newest 
branches  at  the  top  of  the  tree  and  the  buds  and 


44  LITERARY  LANDMARKS. 

blossoms,  she  wrote  the  names  of  those  of  our 
own  autliors  from  whom  we  had  been  reading  in 
the  class.  A  little  boy  drew  a  ladder  in  which 
the  lowest  round  was  the  myth.  Each  successive 
round  was  the  landmark  he  had  taken  in  climb- 
ing upward  toward  the  present  age.  Another 
child  took  a  garden  as  her  symbol,  and  laid  it  off 
in  lots,  arranging  them  according  to  the  size  and 
value  and  succession  of  her  landmarks.  A  young 
boy  drew  a  top  and  painted  it  in  circles.  The 
point  on  which  all  reading  revolved  was  the  myth, 
and  each  circle  above  symbolized  the  epochs  of 
literature  as  he  had  them  in  his  mind.  A  young 
girl  drew  a  castle,  each  tower  representing  what 
was  to  her  a  literary  landmark.  One  little  girl 
invented  a  very  ingenious  musical  design.  The 
staff  represented  all  the  literature  she  knew  any- 
thing about.  Each  measure  was  a  great  epoch. 
The  quarter  and  eighth  notes  were  the  lesser 
writers,  the  half  and  whole  notes  the  great  writ- 
ers according  to  general  opinion.  She  placed 
these  notes  higher  or  lower  on  the  staff  according 
to  her  personal  opinion  as  to  their  value.  In  this 
way  she  had  a  chance  to  express  her  owni  feelings 
as  well  as  the  critical  sentiments  of  others.  To 
indicate  lost  literature  she  used  a  rest,  and  as  she 
put  rests  in  wrong  places  she  revealed  the  fact 
that  literature  with  which  she  was  unacquainted 
was  "  lost "  to  her.  The  whole  design  when  fin- 
ished made  a  pretty  little  tune   indicating  that 


WORKS  OF  THE  CREATIVE  IMAGINATION.     45 

literature  looked  at  in  its  whole  history,  or  in  its 
growth,  was  a  harmony.  She  then  selected  one 
note  in  the  last  measure  and  Nvi-ote  an  essay  on 
it,  explaining  the  relation  of  the  study  to  the 
present  epoch  of  literature,  and  to  literature  as 
an  entirety,  not  omitting  the  main  idea  of  the 
poem,  tlie  ethical  point. 

A  seventh  grade  child  invented  the  preceding 
design  to  show  that  she  had  landmarks  along  the 
road  from  long  ago  to  now,  and  the  idea  of  fur- 
ther growth  in  it  makes  it  very  suggestive. 

Another  seventh  grade  child  invented  a  design 
of  a  clock  and  brought  me  a  large  and  handsome 
drawing  of  it,  of  which  I  have  made  a  rude  copy, 
and  she  has  written  out  a  description  of  our  last 
year's  work  and  explained  how  her  design  stands 
as  a  symbol  of  it.  In  the  original  design  she  had 
the  minutes  indicating  the  lesser  books  or  writers 
she  had  become  familiar  with  between  the  great 
landmarks,  the  hours. 

OUR  year's  work  in  literature. 

I  have  been  asked  to  invent  a  design  to  illus- 
trate our  year's  work  in  literature  and  to  write  an 
account  of  it. 

My  diagram  shows  the  development  of  litera- 
ture and  a  few  of  the  authors  from  whom  we  have 
studied. 

The  first  lessons  that  we  took  were  studies  from 
Burroughs  entitled  Birds  and  Bees.    These  were 


46  LITERARY  LANDMARKS. 

lovely  little  sketches  from  out-of-door  life  among 
insects  and  birds.  This,  by  my  diagram,  is  ten 
o'clock  literature,  because  it  comes  in  the  present 
age. 

We  took  some  of  the  Greek  myths.  The  one 
about  Proserpine,  the  bride  of  Pluto,  pleased 
us  all.  A  great  many  of  these  myths  we  read 
from  Hawthorne's  Tanglewood  Tales  and  Won- 
der Book.  From  the  same  book  we  read  Hercules 
and  The  Three  Golden  Apples  and  Baucis  and 
Philemon.  This  on  my  diagram  comes  at  three 
o'clock. 

We  studied  from  Felielon's  Lives  of  the  Phi- 
losophers, and  read  the  Dialogues  of  Lucian. 

We  read  the  myth  of  the  Horse  of  Troy,  and 
after  that  Virgil's  version  of  the  same  story  from 
George  Howland's  translation. 

We  then  took  some  studies  from  American 
authors,  and  we  read  and  discussed  the  Niirnburg 
Stove  and  Rosa  Damascena,  also. 

We  studied  and  wrote  a  review  on  the  Sad 
Little  Prince  by  Edgar  Fawcett.  We  were  very 
much  interested  in  this  story,  which  we  took  to 
study  the  motives  of  the  characters  in  it. 

Our  next  author,  Charles  Dudley  Warner, 
pleased  us  very  greatly.  He  is  the  author  of  In 
the  Wilderness. 

We  studied  the  American  stories  to  find  out 
about  their  authors,  and  to  compare  their  thoughts 
with  those  of  ancient  writers. 


\    I ^  'C^I^^t^d*- 

Victorian 


Shakespea 


WORKS  OF  THE  CREATIVE  IMAGINATION.      47 

After  this  we  went  way  back  to  the  age  of 
Pericles  at  five  o'clock. 

In  studying  Sophocles's  drama  of  Philoctetes 
we  learned  how  to  make  character  studies.  We 
compared  Philoctetes  with  the  man  who  shot  the 
deer  in  In  the  Wilderness.  We  used  Plumptre's 
translation  of  Philoctetes,  the  teacher  doing  most 
of  the  reading  as  we  had  only  one  book.  Often 
in  the  mox-ning  we  read  a  few  texts  from  Marcus 
Aurelius  and  discussed  them.  We  took  studies 
in  geography,  all  the  time  corresponding  to  those 
we  had  in  literature.  In  geography,  when  we 
studied  France  we  had  a  study  from  Victor 
Hugo,  and  we  read  about  Napoleon ;  in  Ger- 
many we  studied  Charlemagne,  and  read  some 
of  the  Stories  of  Chivalry  which  rose  at  the 
time  of  Charles  the  Great,  the  "  Founder  of  the 
Western  EmjDire."  We  read  these  tales  from 
Legends  of  Charlemagne  by  Thomas  Bulfinch. 
Charlemagne  rose  to  his  empire  about  the  year 
800,  nearly  half  way  between  Virgil's  and  Dante's 
time,  or  between  VI  and  VII  on  my  diagram. 

Cervantes,  we  then  found,  overthrew  this  kind 
of  literature,  and  we  read  some  of  his  amusing 
stories  about  Don  Quixote.  We  read  of  his  start- 
ing out  and  being  knighted,  of  his  choosing  his 
lady,  of  the  slaying  of  the  wine-bags,  about  the 
windmills,  and  how  he  mistook  them  for  giants 
who  were  challenging  him  to  a  conflict.  It  is  all 
exceedingly  funny,  but  is   a  great  satire  on  the 


48  LITERARY  LANDMARKS. 

ridiculous  customs  of  that  time  and  effectually 
overthrew  them.     We  used  Duffteld's  translation. 

In  connection  with  our  geography  of  Germany 
we  took  Grimm's  Fairy  Tales  to  find  out  the 
early  literature  of  that  country,  and  Goethe's  Erl 
King  as  a  study  of  the  later  literature.  We  read 
the  early  legend  of  Faust  from  Zig-Zag  Journeys. 

We  studied  Schiller's  The  Veiled  Statue  of 
Truth,  and  several  other  small  poems  which  were 
written  about  that  time. 

Chaucer's  The  Knight's  Tale  was  one  of  our 
favorite  studies,  and  in  connection  with  it  we  took 
Midsummer  Night's  Dream,  which  we  found  very 
similar  to  The  Knight's  Tale. 

Addison's  Sir  Roger  de  Coverley,  a  little  part  of 
Dante's  Inferno,  the  Story  of  Socrates'  life,  part 
of  Victor  Hugo's  Toilers  of  the  Sea,  Browning's 
Ivan  Ivanovitch,  The  Girl  of  Pornic,  and  the 
Pied  Piper  of  Hamelin,  and  Matthew  Arnold's 
Forsaken  Merman  were  some  of  the  studies  we 
discussed  during  the  year. 

We  had  a  very  spirited  discussion  on  Ivan 
Ivanovitch  as  to  whether  this  mother  had  any 
right  to  sacrifice  her  children  before  herself.  I 
believe  she  had,  and  I  think  the  majority  of  the 
room  were  on  the  same  side  with  me. 

Our  teacher  told  us  the  story  of  The  Birds  by 
Aristophanes,  and  the  last  study  we  took  was 
The  Dog  of  Flanders.  It  is  a  beautifid  little 
story,  but  ends  very  sadly. 


WORKS  OF  THE  CREATIVE  IMAGINATIOS'.      49 

We  had  two  lessons  a  week  with  the  practice 
teachers,  and  studied  Ragoziu's  Chaldea  to  com- 
pare the  Chaldean  myths  with  the  Greek  myths, 
and  a  lovely  little  story  written  by  George  Wil- 
liam Curtis  entitled  Prue  and  I.  It  is  very  fas- 
cinating and  very  heljiful.  It  brings  out  the  idea, 
"  Have  we  any  right  to  judge  other  people's  char- 
acters, unless  we  mean  to  do  them  good,  and  make 
them  better  by  it  ?  "  This  story  brings  up  many 
questions  as  to  right  and  wrong.  It  is  very  hard 
to  decide  which  is  right,  for  each  side  seems 
equally  balanced.  Mr.  Curtis  always  leaves  the 
question  open.  He  never  decides  it  for  you.  I 
would  rather  have  written  that  story  than  be  the 
Queen  of  England. 

Another  seventh  grade  child,  who  took  the  les- 
sons described  by  the  preceding  pupil,  invented  a 
diagram  and  has  explained  it  in  his  essay,  showing 
that  he  has  some  literary  landmarks  in  something 
like  the  right  order,  and  that  he  realizes  that  liter- 
ature is  a  chain  instead  of  a  hodge-podge  mix- 
ture. 

LUCIAN. 

The  main  tliought  in  Lucian's  writing  Dia- 
logues of  the  Dead  was  to  make  fun  of  the  gods, 
so  that  people  would  not  believe  in  them,  as  that 
was  the  age  when  they  were  doubting  whether 
there  were  any  gods  or  not. 


60  LITERARY  LANDMARKS. 

The  Sale  of  the  Philosophers  was  written  so 
as  to  make  the  people  not  believe  in  those  old 
philosophers  so  much. 

I  think  Lucian  went  too  far  in  making  so 
much  fun  of  the  old  philosophers  when  in  reality 
they  were  great  men.  It  made  the  peojDle  think 
that  they  were  not  so  great  after  all. 

Lucian  is  a  very  witty  writer  I  think,  and  his 
wit  is  not  like  the  wit  seen  in  the  newspaper  as 
it  is  not  personal. 

A  young  girl  of  the  same  class  has  followed  the 
myth  of  Charon  through  several  changes,  and  sees 
him  as  the  top  stone  of  a  wall  whose  foundation 
was  in  the  myth-lore. 

HOW   CHAKON  BECAME   A  PICTURE. 

On  the  walls  of  the  Sistine  Chapel  in  Rome  is 
Michael  Angelo's  grand  painting  of  the  Last 
Judgment,  which  was  opened  on  Christmas  Day 
in  the  year  1541  to  the  public. 

At  one  end  of  this  grand  fresco  is  the  scene, 
Charon  waiting  for  his  passengers  w^hom  he  is  to 
convey  over  the  river  of  death  to  the  other  world. 
Michael  Angelo  gets  his  idea  of  this  picture  from 
Dante's  Inferno,  and  if  we  would  trace  it  back 
into  the  far  gone  ages  we  should  find  that  the 
thought  which  Michael  Angelo  so  grandly  put 
into  his  picture  is  that  a  ferryman  would  be  ready 
to  convey  dead  souls  across  the  river   of  death, 


WORKS  OF  THE  CRKATIVE  IMAGINATION.      51 

came  as  far  back  as  the  Greek  myths ;  from 
thence  it  was  developed  first  by  Homer,  second 
by  Lucian,  third  by  Dante,  and  then  into  a  grand 
picture  by  Michael  Angelo. 

Lucian  speaks  of  Charon  in  an  amusing  and 
sarcastic  way,  as  if  he  did  not  believe  that  there 
was  any  such  ferryman,  while  Dante  looks  at  it  in 
a  dignified  and  solemn  way. 

A  young  girl  in  the  eighth  grade  furnishes  a  dia- 
gram, that  of  ?  huge  river  system,  as  illustrative 
of  her  knowledge  of  the  year's  work  and  of  her 
grasp  on  the  thought  of  the  evolution  of  literature. 

A    REVIEW    OF    OUR    YEAR's    WORK     IN    LITERA- 
TURE. 

We  began  our  year's  work  in  literature  by 
finding:  out  that  when  man  was  first  created  he 
wondered  at  everything,  then  he  began  to  imagine, 
then  to  reason,  and  then  to  express  his  thoughts, 
first  by  pictures,  then  by  wedge-shaped  letters, 
and  finally  by  writing.  Many  writers  think  that 
many  of  man's  first  words  were  imitations  of  the 
sounds  of  Nature,  as  "  splash  "  is  an  imitation  of 
the  sound  made  when  the  foot  is  placed  in  the 
water. 

As  nearly  as  we  could  find  out,  Mesopotamia 
was  the  first  place  in  which  man  lived.  We  stud- 
ied tlie  history  of  Chaldoa,  the  Clialdean  myths, 
and  how  Nineveh  and  otiier  cities  were  destroyed. 


52  LITEUARY  LANDMARKS. 

We  read  Ragozin's  history  of  the  excavatious  in 
these  cities  by  Layard  and  other  explorers. 

We  next  took  up  the  Greek  myths,  for  in  all 
our  after-reading  we  will  continually  find  allusions 
to  these  myths,  and  a  great  many  of  them  are  very 
beautiful.  Ruskin  says  that  to  the  mean  person 
the  myth  means  little,  but  to  the  noble  person  it 
means  much.  The  myth  of  Athena  is  very  beau- 
tiful, and  so  is  the  myth  of  Prometheus.  We 
studied  the  myths  of  Chronos,  Rhea,  Zeus,  Juno, 
Athena,  Apollo,  Ceres,  Vesta,  Neptune,  Pluto,  Vul- 
can, Hermes,  Mars,  Orpheus  and  Eurydice,  and 
Medusa.  In  the  study  of  Athena  we  read  from 
Ruskin's  Queen  of  the  Air. 

I  take  the  diagram  of  a  river  to  shew  the  differ- 
ent ages  of  literature,  the  different  authors,  and 
their  relative  worth,  because  we  will  remember  it 
much  longer  if  the  eye  as  well  as  the  ear  grasps  it. 
The  myths  are  repi'esented  as  the  lakes  in  which 
the  great  river  rises.  Homer  is  a  river  which 
drains  them  all. 

We  next  talked  about  the  difference  between  a 
good  book  and  a  poorer  one,  and  we  came  to  the 
conclusion  that  it  is  not  a  matter  of  opinion  as 
some  people  think,  but  a  fixed  law  of  reason, 
whether  a  book  is  good  or  bad.  We  studied  w^hat 
seemed  to  be  the  laws  which  determine  the  worth 
of  a  book.  A  great  book  seems  to  be  one,  no 
part  of  which  could  be  dispensed  with,  and  yet 
have  it  remain  perfect.  We  illustrated  this  by 
the  use  of  different  pictures. 


WORKS  OF  THE  CREATIVE  IMAGINATION.      53 

Oiu"  next  study  was  Homer.  We  read  five 
books,  and  the  teacher  did  most  of  the  reading  in 
order  to  omit  certain  parts.  We  read  from 
Derby's  translation. 

After  studying  Homer  we  compared  the  Chal- 
dean myths  and  the  Greek  myths,  and  decided 
that  the  Greek  myths  were  much  fuller  and  richer 
than  the  Chaldean  myths. 

Then  we  took  up  the  myth  of  Prometheus  as 
a  study  in  the  age  of  Pericles,  but  to  show  the 
development  of  one  thought  we  took  all  the  poems 
written  about  Prometheus.  We  read  ^schylus's, 
Goethe's,  Lowell's,  and  Longfellow's  versions  of 
Prometheus,  and  noticed  how  the  modern  authors 
used  new  forms,  and  even  developed  new  thoughts 
from  the  old  myth. 

Then  we  had  a  lesson  from  Charles  Dudley 
Warner's  My  Summer  in  a  Garden.  It  was  not 
connected  with  anything  we  had  had  before,  but 
we  took  it  as  a  rest.  It  was  like  going  off  on  a 
summer  vacation. 

We  next  read  from  Fenelon's  Lives  of  the 
Philosophers,  first  because  it  really  was  a  great 
age,  and  because  it  would  be  necessary  for  us  to 
know  something  about  the  jihilosophers  when  we 
came  to  read  Lucian.  The  philosophers  lived  in 
the  age  of  Pericles. 

Then  we  did  not  follow  the  outline  chronologi- 
cally, but  omitted  Virgil,  for  we  wished  to  show 
the  connection  between  the  philosophers  and  Lu- 


54  LITERARY  LANDMARKS. 

cian.  We  read  the  life  of  Lucian,  and  then  The 
Sale  of  the  Philosophers.  '  -We  next  took  up 
Marcus  Aurelius  Antoninus  to  compare  him  with 
Lucian,  for  their  style  and  thought  is  so  very  dif- 
ferent. We  can  find  many  of  the  thoughts  of 
Marcus  Aurelius  in  many  of  the  modern  writers, 
and  especially  in  Emerson.  Marcus  Aurelius  and 
Lucian  are  not  large  rivers  in  comparison  with 
the  others. 

Then  we  went  back  to  Virgil,  using  Howland's 
translation,  and  read  in  Book  I.  the  storm  scene 
which  is  very  beautiful.  In  Book  II.  we  read 
about  Laocoon,  using  a  picture  of  the  statue  of 
the  Laocoon  and  reading  from  Lessing's  Laocoon. 
Then  we  read  a  piece  written  by  Virgil  about  bees, 
and  compared  it  with  what  John  Burroughs  says 
on  this  subject.  After  reading  Lessing's  Laocoon 
we  had  a  discussion  about  how  far  a  face  could 
show  agony  and  still  be  beautiful,  and  the  reason 
was  to  have  it  serve  for  a  Grammar  lesson. 

Our  next  lesson  was  a  study  from  the  Life  of 
Chaucer,  as  he  was  one  of  the  two  great  authors 
in  the  next  age,  after  which  we  read  The 
Knight's  Tale  in  the  Canterbury  Tales.  The 
teacher  read  the  most  of  it  in  order  to  leave  out 
some  parts.  Then  we  read  some  short  criticisms 
of  Chaucer  by  Walter  Savage  Landor,  Elizabeth 
Barrett  Browning,  Tennyson,  and  Lowell.  Of  all 
the  rivers  in  my  diagram,  I  think  Chaucer  is  the 
most  sparkling  yet  peaceful  river.     We  brought 


WORKS  OF  THE  CREATIVE  IMAGINATION.      55 

out  the  thought  that  Chaucer  played  more  on  the 
emotions  than  those  before  him,  and  that  he  fixed 
the  English  language. 

Then  we  studied  the  Life  of  Dante,  who  is  placed 
by  some  writers  as  the  greatest  author  who  ever 
lived.  He  is  indeed  a  grand  river.  In  studying 
the  history  of  the  times  in  which  Dante  lived  we 
used  Swinton's  Outlines  of  the  World's  History. 
Before  commencing  to  read  Dante's  Divine  Com- 
edy we  read  from  the  eleventh  book  of  the  Odys- 
sey, and  the  sixth  book  of  the  ^neid,  because  it 
seems  as  though  Dante  got  many  of  his  ideas  from 
Homer  and  Virgil,  and  Dante  sometimes  uses  the 
same  figures  of  speech  (as  where  he  compares  the 
spirits  dropping  into  Charon's  boat  to  autumn 
leaves,  which  is  what  Homer  and  Virgil  compare 
the  spirits  to).  Dante  uses  the  mythology  a  great 
deal,  but  it  is  the  dead  part  with  him,  and  Chris- 
tianity is  the  vital  or  live  part,  while  the  mythol- 
ogy is  the  vital  part  with  Homer  and  Virgil.  The 
mythology  is  only  the  frame-work  with  Dante. 

We  read  twelve  cantos  of  the  Inferno,  and  our 
teacher  explained  the  meaning  of  each  canto. 
Then  she  gave  us  an  outline  of  what  was  in  the 
rest  of  the  Inferno  and  in  the  Purgatorio.  We 
read  the  description  of  the  beautiful  staircase  in 
the  twelfth  canto  of  the  Purgatoriq.  We  had 
large  drawings  of  the  Inferno  and  the  Purgatorio. 
We  had  the  promise  of  having  a  few  lessons  in 
the  Paradiso,  but  the  term  was  too  short. 


66  LITERARY  LANDMARKS. 

Next  we  read  from  that  great  river  —  Shake- 
speare. We  read  Midsummer  Night's  Dream, 
and  were  delighted  to  find  that  Shakespeare  used 
the  same  old  woods  which  Chaucer  used  in  The 
Knight's  Tale  as  the  scene,  and  that  Shakespeare 
used  the  same  form  which  ^schylus  used,  but 
Shakespeare  uses  more  characters  than  -3^schy- 
lus  does.  We  also  took  up  the  study  of  Julius 
Caesar  with  the  practice  teachers,  but  had  not 
time  to  finish  it  before  the  term  was  up.  In  pre- 
paring for  the  study  of  Julius  Caesar  we  studied 
the  geography  of  Italy  and  of  the  Roman  Empire 
up  to  the  time  of  Christ.  In  studying  this  we 
used  Swinton's  Outlines  of  the  World's  History, 
and  Anderson's  General  History.  We  also  stud- 
ied how  Rome  was  built,  and  the  different  build- 
ings in  Rome,  and  the  pictures  of  these  were  of 
great  help. 

We  had  one  study  from  Lord  Bacon's  Essays 
to  compare  them  with  Shakespeare's  writings. 

Then  we  made  a  study  of  Tennyson's  Lady 
Clare,  of  Robert  Browning's  Ivan  Ivano"\dtch,  of 
Hawthorne's  Great  Stone  Face,  and  of  John  Bur- 
roughs's  Idyl  of  the  Honey-Bee.  These  studies 
were  short,  and  w'e  made  them  more  particularly 
for  character  studies.  I  think  Browning's  Ivan 
Ivanovitch  is  very  thrilling,  and  is  told  in  a  very 
charming  way,  putting  the  story  in  its  best  light, 
and  leaving  us  to  draw  our  own  conclusions. 

In  addition  to  these  studies,  with  the  practice 


WORKS  OF  THE  CREATIVE  IMAGINATION.      57 

teachers  we  have  made  studies  of  Schiller's  Veiled 
Statue  of  Truth,  Curtis's  Prue  and  I,  and  Ivan- 
hoe,  and  a  Chinese  poem  concerning  Confucius. 

In  studying  Ivanhoe  we  began  by  studying  the 
geography  of  England,  then  the  history  of  Eng- 
land, including  Chivalry,  Feudalism,  Feudal  cas- 
tles, and  the  Crusades,  using  Ten  Boys  on  the 
Road,  Dickens's  Child's  History  of  England,  and 
Swinton's  Outlines  of  the  World's  History. 

From  a  little  girl  in  the  sixth  grade  I  received 
the  following  essay,  which  shows  that  she  feels 
the  growth  of  literature,  and  has  at  least  three 
landmarks  placed  in  line,  and  has  connected  with 
them  the  idea  of  growth.  It  is  a  small  beginning 
in  the  right  direction. 

HOW  LITERATURE   GROWS. 

The  first  thing  we  know  of  literature  was  from 
the  picture  writing.  If  a  person  wanted  to  write 
"  fish,"  he  would  draw  wedge-shaped  letters,  and  it 
would  look  like  this.  Then  we  know 
of  kings  and  their  history  ;  the  first 
king  wrote  his  history  on  one  side  of  the  bricks 
of  his  palace,  and  sometimes  the  next  king  would 
turn  the  bricks  around  and  write  on  the  other  side. 

Next  mythology  began  to  sprout  in  this  way : 
one  person  saw  the  sun  rise  in  the  morning  and 
said,  "  Apollo  rises "  ;  then  somebody  made  it 
longer  and  said,  "  Apollo  rose  in  the  morning  and 


68  LITERARY  LANDMARKS. 

saw  Daphne.  She  was  so  beautiful  that  he  wanted 
to  marry  her,  so  he  chased  her  and  tried  to  catch 
her.  He  chased  her  through  the  heavens  until 
she  came  to  the  West,  and  she  turned  into  a 
laurel  tree." 

There  are  many  other  myths  beside  this,  and 
people  believed  them ;  but  that  was  when  people 
were  beginning  to  think,  and  that  is  how  they 
were  founded. 

Homer  took  many  of  these  myths  and  put  them 
in  one  great  book  all  together ;  no  one  had  an  edu- 
cation unless  he  knew  all  the  myths.  Homer's 
book  was  as  the  Bible  is  to  us. 

Most  of  our  writers  now  have  mythology  in 
their  writings,  as  we  found  in  Dickens's  and  Haw- 
thorne's stories. 

The  next  little  essay  from  a  ten-year-old  child 
in  the  fifth  grade,  together  with  the  diagram  with 
which  she  has  illustrated  it,  shows  that  she  has 
grasped  four  epochs  of  literature  and  the  idea  that 
they  are  related. 

HOW   LITERATURE   BEGAN. 

CHRIST 


HOMER 

PHILOSOPHERS 


Ji. 


Myths  were  founded  by  people  giving  things 
names  and  telling  stories   about  them.     For  in- 


WORKS  OF  THE  CREATIVE  IMAGINATION.     59 

stance,  they  called  the  sun  Apollo,  and  said  he  kept 
going  round  the  world,  and  that  the  moon  was 
Diana,  and  a  fly  chased  her  round  the  world  and 
she  is  going  round  still. 

And  then  came  Homer,  and  he  gathered  the 
myths  together  and  made  one  great  poem.  And 
after  Homer  came  a  lot  of  philosophers,  and  some 
of  them  made  up  stories.  And  one  was  a  preten- 
der, and  he  said,  "  I  can  go  to  Heaven  by  going 
up  that  high  mountain  "  ;  he  went  up  and  never 
came,  so  the  people  thought  he  had  got  there ;  but 
a  long  time  after  his  shoe  was  thrown  out  by  a 
volcano,  and  everybody  knew  he  had  thrown  him- 
self down  a  volcano. 

Then  came  the  time  of  Christ,  and  that  was  the 
time  the  Bible  was  written. 

The  error  which  this  little  girl  has  made  in  re- 
gard to  the  time  when  the  Bible  was  written  sug- 
gests the  inquiry,  "  How  many  people  know  when 
the  Bible  was  written  or  appreciate  its  literary 
value?"  I  once  asked  a  class  of  young  teachers 
to  point  out  to  me  where  Job  or  David  or  Daniel 
came  in  regard  to  other  great  landmarks,  and  al- 
though they  were  good  Bible  scholars,  they  frankly 
and  laughingly  admitted  that  it  was  the  first  time 
in  their  lives  they  had  associated  Bible  characters 
with  anything  else  on  the  face  of  the  earth.  The 
atrocious  way  in  which  the  Bible  is  taught  in  les- 
son   papers,    mangled,    disconnected,    reduced    to 


60  LITERARY  LANDMARKS. 

epigrams,  is  a  singular  barbarity.  Children  in 
general  believe  the  Bible  to  be  a  multitude  of 
short  texts.  It  is  considered  almost  a  sacrilege 
by  many  people  to  see  the  poetic  beauty,  the  lit- 
erary value  of  the  Bible.  In  the  search  for  val- 
uable details,  its  worth  as  a  whole  is  left  out. 

We  can  see  in  the  diagram  of  the  little  ten- 
year-old  girl  (a  diagram  which  she  did  not  in- 
vent) how  simply  she  started  and  how  easily  she 
can  add  to  her  outline  new  landmarks  as  she  gets 
older.  To  look  at  the  other  extreme  and  see  what 
will  develop  out  of  so  simple  a  beginning,  I  pre- 
sent a  chart  of  our  work.  At  the  end  of  our 
year's  study  we  found  that  out  of  our  studies  in 
all  the  grades,  including  the  Normal,  this  diagram 
had  grown  as  a  matter  of  necessity  because  there 
was  something  there  which  had  to  grow  ;  it  had 
invented  itself.  Beginning  with  a  simple  straight 
line  to  indicate  the  four  thousand  years  of  litera- 
ture (about  all  the  literature  available  in  the 
school-room),  placing  the  cross  of  Christ  in  the 
centre  as  the  great  turning-point  of  the  world's 
history,  taking  a  few  simple  lessons  in  the  myth- 
making  age,  lessons  which  led  on  to  something  in 
the  next  epoch  to  which  they  were  related,  step 
by  step,  little  by  little,  our  chart  grew  into  the 
shape  in  which  (with  a  few  corrections  and  sug- 
gestions from  one  of  our  best  writers)  I  present  it. 
It  would  be  worse  than  absurd  to  present  so  in- 
tricate a  chart  to  a  beginner ;    the  point  is  to 


WORKS  OF  TUE  CREATIVE  IMAGINATION.      61 

give  him  a  simple  straight  line  with  a  cross  in 
the  centre,  and  let  him  develop  his  chart  himself, 
putting  in  his  own  landmarks  as  fast  as  he  has 
any  to  place  there.  But  no  chart  or  symbol 
should  be  put  before  the  child  until  his  mind  has 
fully  grasped  the  idea.  That  the  child  may  not 
load  his  mind  with  names  of  authors,  it  is  well 
for  liim  to  place  the  best  thought  he  has  received, 
instead  of  the  author's  name,  as  a  landmark. 
That  children  need  not  confound  these  symbols 
with  the  things  symbolized  is  proved  by  the  fact 
that  so  many  pupils  invented  different  symbols  or 
ways  of  indicating  the  links  in  their  line  of  knowl- 
edge. A  knowledge  of  the  names  of  authors  is  not 
a  knowledge  of  literature.  It  is  only  as  the  child 
becomes  acquainted  with  the  thought  of  the  writer, 
it  is  only  as  he  recognizes  the  individuality  or  the 
personality  of  the  writer  in  his  own  works,  it  is 
only  when  he  has  taken  the  book  into  his  heart 
and  made  its  author  seem  like  a  comrade,  that  the 
book  or  the  writer  is  really  a  landmark.  When 
the  child  sees  a  story  "  sprout  "  among  the  myth- 
makers,  and  creep  along  until  it  pushes  forth  its 
leaves  in  another  age,  and  finally  blossom  into 
song  in  yet  later  times,  his  landmarks  will  seem  to 
bear  an  organic  relation  to  the  world  in  its  en- 
tirety. The  world  will  no  longer  seem  a  wilder- 
ness of  isolated  facts.  In  addition  to  our  chart, 
I  append  lesson  plans  in  reading  which  are  so 
copious  that  out  of  any  one  of  them  a  year's  work 
can  easily  be  selected. 


62  LITERARY  LANDMARKS. 

Before  a  child  is  seven  years  of  age  it  is  prob- 
able that  much  of  his  work  should  be  desultory. 
It  is  the  myth-making  period  of  his  life,  and  his 
mind  is  one  great  wonderland  of  mysteries.  But 
if  his  parents  or  teachers  are  wise  they  will  keep 
in  mind  the  truth  that  some  time  in  the  future  he 
will  need  to  have  his  facts  and  fancies  come  into 
shape,  and  will  plan  their  stories  to  that  end.  It 
is  always  foolish  to  try  to  cultivate  reason  in  a 
child  before  the  imagination  has  had  its  jslay. 
Little  children  in  a  normal  condition  love  imag- 
inative  stories,  and  many  of  the  nursery  tales  so 
dear  to  very  young  children  are  of  classic  origin, 
and  would  be  far  better  school-room  studies  for 
first  and  second  grade  children  than  the  "  Oh  see 
my  nag  "  literature  which  we  find  in  some  school- 
readers.  Jack  and  the  Bean-Stalk,  Red  Riding 
Hood,  Three  Bears,  Cinderella,  Jack  the  Giant- 
Killer,  Puss  in  Boots,  Ugly  Duckling,  Hop  o'  My 
Thumb  can  be  found  in  cheaj)  toy-book  editions, 
and  are  recognized  nursery  classics.  To  cut  off 
such  stories  from  a  child's  life  is  to  prepare  him 
to  become  stupid  in  after-life.  The  brightest 
pupil  I  ever  had,  the  one  who  could  pass  an  ex- 
amination where  two  hundred  and  thirty  others 
failed,  the  brightest  in  arithmetic  and  grammar, 
and  in  after  years  in  abstruse  philosophy,  was 
brought  up  on  "  inane  fairy  stories." 

Scudders  Fables  and  Folk  Stories  are  now 
published  as  school-readers,  and  should  he  in 
evert/  young  child's  hands. 


Literciture  Course.  5tory telling  ond  read.og 
First  Year    or  Grade. 


Average   age   of  child.      sixyear«> 


Long  ago' 

rChr 


cnt  Agt 


Myths--  Fire:   Vu  Ic  a  n,Ves.ta,  Apollo.  PKoeto-. 
Moon-myths.  Diana,  MytDerion.  lo 
5tar-myths  :  Orion,  Argus.      Air:   borcd^. 
/tolus,  Harpie-5.     Earth     myths;     Cyclops. 
Antaeus,  Sisyphus       Vegetable;    Ceres. 
Animal:     Arachne.    Latona  and  Frogs, 
Picus,  Cycnus,  Pegasus 
Water:    Neptune,    Proteus    5pl->in<. 


Ped    Ridifig-Mood,  Jack  and  the  Beanstalk 


Scudders    Book  of  Fables  &r\d   Folk  5>torie5 


Em|Dhasi-z.e    the    Labors    oi     Hercules    in 
this  grade,    fklso    the    Odyssey    Stones. 
Circes   Palace,  Lotus  Eaters,  Bag  of  Winds. 
See    Bryants  translation    of  the  Odyssej/. 


Bible  S>tories,  -  Daniel,  David,  Sampson, 
Prodigcl    Son,  Ten  Com  mand  ment-s. 

Stories    of     Roman   Meroes  to  compare, 

^^ith   preceding   heroes. 

5<z-c    White's   5>tori«.s   from    Pliny    and 

Church's    Storie-s    from    Liyy 


American    Heroes.  — Col um bus, V^as hi ng ton, 
Putnarn,  Jefferson,  John  3mith,  Lincoln 


By  Seaside  and  Wayside,  Seven  Little  !)isttri. 
New  Year's   Bargain, Each  and  AII,The(?hildren 
of  the  Cold,  Hans  Andersen's  Stories,   Ram- 
bows    for  Children 

Eliot's  Poetry  for  Children,   Open  Sesame 
Vol  I,  Jolly   Beggar   Little  Birdie  by  lennyson. 
Baby   Bell   by  Aldrieh,  A  Midsummer   S>ong 
by    Olid  e  r 

EmpHasiziz  Ameriean   Indian  ^tc-ies, 
Hiawatha,  and    Esquimaux   Stones 

Mother  Goose 


WORKS  or  THE  CREATIVE  IMAGINATION.      63 

The  Adventures  of  a  Browuie,  Rosebud,  from 
Tlie  Harvard  Sophomore  Stories,  are  good  supple- 
ments to  first  and  second  grade  reading.  How- 
ells's  Christmas  All  the  Year  Round  should  be 
published  as  a  school  primer  for  primary  schools, 
and  there  ought  to  be  a  very  nicely  illustrated 
little  book  of  Greek  myths  compiled  for  primary 
grades.  Many  teachers  have  agreed  with  me  on 
that  point. 

De  Garmo's  Fairy  Tales,  Clara  Doty  Bates' 
Classics  in  Baby  Land,  and  even  Mother  Goose 
are  too  interesting  to  older  people  not  to  be  clas- 
sics for  children  in  the  nursery  and  first  grade  at 
school.  Other  nursery  classics  which  have  been 
recommended  for  this  chapter  by  kindergarteners 
are  Mrs.  Ewing's  Miscellaneous  Stories,  Lydia  M. 
Child's  Rainbows  for  Children,  Giants  of  Killar- 
ney  (in  Wide  Awake  for  1887),  Aunt  Louisa's 
Wee  Wee. 

When  a  child  enters  the  first  grade  he  is  sup- 
posed to  be  six  years  of  age,  and  at  the  end  of  one 
year,  or  at  the  age  of  seven,  he  is  supposed  to  en- 
ter the  second  grade.  AVhen  he  is  far  enough  ad- 
vanced to  enter  that  grade  ho  ought  to  be  able  to 
begin  to  get  his  facts  arranged  into  something  like 
systematic  order.  I  am  working  all  the  time  on 
the  fact  that  fifty  per  cent,  of  all  children  who 
ever  enter  school  leave  before  the  age  of  ten. 

At  seven  years  of  age  the  child  can  easily  grasp 
three  epochs  of  the  world's  history.     This  will  be 


64  LITERARY  LANDMARKS. 

the  little  skeleton  which  is  to  grow,  as  well  as  to 
be  clothed  with  growing  flesh.  I  have  been  much 
interested  in  observing  a  seven-year-old  child  to 
whom  I  told  stories  of  the  present  age  and  of  the 
long  past  (the  myths  of  Greece)  and  of  the  age 
of  Christ,  by  teaching  him  to  draw  a  straight 
line  and  put  a  cross  in  the  centre  ;  he  soon  learned 
where  to  locate  hie  myths,  where  his  New  Testa- 
ment stories,  and  where  the  stories  from  the  pres- 
ent. At  the  age  of  eight  years  —  when  the  child 
enters  the  third  grade  —  his  outline  should  ex- 
pand to  take  in  a  new  landmark.  Perhaps  the 
*'  age  of  chivalry  "  may  be  the  best,  since  so  many 
tales  appealing  to  childhood  come  in  there.  Any 
teacher  who  has  never  educated  herseK  in  ancient 
classics  has  a  rare  opportunity  to  increase  her  own 
knowledge  at  the  same  time  that  she  gives  related 
lessons  in  literature  in  this  grade.  Take  as  an 
example  the  myth  of  Pegasus.  She  can  make  a 
little  diagram  on  the  blackboard  showing  the 
child  where  the  story  of  Pegasus  originated. 
She  can  tell  it  to  him  as  a  myth,  and  have  him 
read  it  to  her  from  Hawthorne's  Tanglewood 
Tales,  and  then  learn  Longfellow's  pretty  little 
poem,  Pegasus  in  Pound. 

Or  if  she  wish  to  teach  him  the  use  of  good 
language  at  the  same  time  that  she  helps  him  to 
form  a  taste  for  good  reading,  she  may  let  him 
read  the  two  stories,  King  Midas  from  Tanglewood 
Tales  and  Ruskin's  King  of  the  Golden  River,  and 


WORKS  OF  THE  CREATIVE  IMAGINATION,      ^b 

compare  the  two  kings.  "  Which  king  was  the 
better?"  "Was  either  king  more  to  be  envied 
than  a  common  laborer  ?  "  Such  questions  will 
bring  out  a  child's  thought,  and  his  language  can 
be  observed  and  corrected.  There  is  no  better  op- 
portunity for  a  child  to  learn  practical  grammar. 

In  the  fourth  grade  a  child  can  add  two  land- 
marks to  his  outline  —  the  ages  of  Homer  and 
Pericles  being  all  one  great  Greek  age,  and  the 
age  of  Dante  and  Chaucer  all  one  great  epoch. 
In  this  grade  he  can  add  not  only  to  his  stock  of 
myths,  but  he  can  trace  many  of  them  from  the 
early  myth-making  period  to  later  writers.  The 
myth  Cupid  is  a  fine  one  to  hunt  down,  and  pic- 
tures of  Cupid  are  so  common  and  so  pretty  that 
any  child  would  be  interested  in  him.  He  can  be 
traced  from  the  early  myth  to  the  golden  age  of 
Greek  literature,  where  the  pretty  poem  The 
Threat  of  Cupid  was  written.  It  is  translated 
by  Herrick.  John  Lyly's  Cupid  and  My  Cam- 
paspe,  Leigh  Hunt's  Cupid  Drowned,  Tom 
Moore's  Cupid  Stung  are  all  cunning  little  stud- 
ies to  illustrate  the  adventures  of  "•  the  tiny  ras- 
cal," and  may  serve  not  only  to  fix  landmarks  of 
history  in  a  child's  mind,  but  give  him  a  taste  for 
what  is  artistic  in  the  world  of  design.  Every 
child  in  third  and  fourth  grade  ought  to  have  a 
Hanson's  Homer  and  Virgil.  These  books  are  so 
simple  and  so  clean  and  so  well  illustrated  that  no 


66  LITERARY  LANDMARKS. 

objections  can  possibly  be  offered  to  them.  A 
child  could  read  them  through  in  three  or  four 
hours,  and  I  have  used  them  even  in  a  club  of 
teachers,  they  are  so  interesting.  In  the  fourth 
grade  the  myth  of  Proserpine  used  with  the  Ger- 
man story  of  The  Sleeping  Beauty  affords  delight- 
ful grammar  lessons,  and  shows  the  child  how  an 
old  root  of  the  myth-making  period  may  produce 
a  new  blossom  in  the  age  of  Chaucer. 

In  addition  to  the  studies  mentioned,  the  fol- 
lowing books  for  third  and  fourth  grade  pupils 
are  usable  and  desirable.  The  names  of  some 
studies  are  purposely  repeated. 

Gulliver's  Travels,  Robinson  Crusoe,  Being  a 
Boy,  Sandford  and  Merton,  Swiss  Family  Robin- 
son, Prince  and  Pauper  (the  funniest  story  I  ever 
read),  Rip  Van  Winkle,  Cudjo's  Cave,  by  Trow- 
bridge, Little  Lord  Fauntleroy,  Heidi,  Ruskin's 
King  of  the  Golden  River  (a  book  with  a  bad 
moral  as  well  as  a  good  one).  Little  Women, 
Daffydowndilly  (a  fine  story  to  teach  children 
the  ugliness  and  hardships  of  idleness),  Arabian 
Nights,  Daudet's  Red  Partridge,  Susan  Coolidge's 
The  New  Year's  Bargain,  Eliot's  Six  Stories  from 
Arabian  Nights,  The  Snow-Image,  Grimm's  or 
Andersen's  Fairj^  Stories,  Burroughs's  Birds  and 
Bees,  Bulfinch's  Age  of  Fable,  Hale's  edition  of 
Bulfinch's  Mythology  (for  teachers),  Hawthorne's 
Tanglewood  Tales  and  Wonder  Book,  Bulfinch's 
Age  of   Chivalry,   Miss   Starr's   Stories   of   the 


WORKS  OF  THE  CREATIVE  IMAGINATION.      67 

Saints,  Adventures  of  Marco  Polo,  Sarah  Orne 
Jewett's  Play-Days,  Mrs.  Stowe's  Pussy  Willow 
and  A  Dog's  Mission. 

So  many  pupils  leave  school  from  the  fifth  and 
sixth  grades  that  it  is  of  the  greatest  importance 
that  the  reading  should  be  made  as  interesting  as 
possible,  and  this  is  particularly  the  case  in  poor 
districts  in  cities.  In  these  grades  the  child  can 
easily  add  to  his  fourth  grade  outline  two  new 
landmarks.  He  can  separate  what  in  the  fourth 
grade  he  called  the  great  golden  age  of  Greek 
literature  into  the  age  of  Homer  and  the  age 
of  Pericles,  and  he  can  insert  the  age  of  Shake- 
speare between  the  age  of  Dante  and  Chaucer 
and  the  present  age. 

In  these  grades  any  teacher  or  parent  with  the 
least  literary  taste  may  find  pleasure  for  herself 
as  well  as  profit  to  the  child  by  tracing  downi 
the  myth  of  The  Animated  Trees  or  the  m)i;h 
of  Phaeton.  For  the  former  study,  the  myth  of 
Daphne  in  Bulfiuch's  or  Cox's  Mythology,  the 
story  of  Polydorus  in  Virgil,  the  story  of  the  Sui- 
cides in  Dante,  The  Meeting  of  the  Dryads,  by 
Oliver  Wendell  Holmes,  the  poem  Rhoecus,  by 
Lowell  (an  exquisite  poem),  Old  Pipes  the  Piper 
and  the  Dryad,  by  Frank  K.  Stockton,  form  a 
series  in  which  the  derivation  of  modern  thought 
from  the  ancient,  or  the  evolution  of  modern 
thought  from  a  myth,  may  bo  made  a  basis  for 
good   thought,  for  the   establishing  more   firmly 


68  LITERARY  LANDMARKS. 

literai-y  and  historic  epochs,  and  give  opportuni- 
ties for  grammar  lessons  as  well  as  reading  and 
spelling  lessons.  The  story  of  Pipes  should  be 
published  as  a  study  for  fifth  grade  children. 

One  of  the  finest  experiments  I  have  seen  in 
tracing  a  family  of  myths  and  legends  to  one 
source  was  made  as  follows  :  Each  child  was  sup- 
plied with  Southey's  poem,  Bishop  Hatto,  and 
Browning's  Pied  Piper  of  Hamelin.  They  made 
careful  studies  of  these  poems,  and  then  read  the 
story  of  the  Children's  Crusade  from  Champlin's 
Encyclopedia.  The  story  of  William  Tell  was 
told  as  a  historic  legend,  and  followed  by  the 
myths  of  Apollo,  Orpheus,  and  Perseus.  Then 
as  a  surprise,  the  teacher  summed  up  the  evidence 
that  all  of  these  stories  except  that  of  the  Chil- 
dren's Crusade  were  myths  and  closely  related. 
The  reference  book  used  to  get  at  this  evidence 
was  John  Fiske's  Myths  and  Myth-makers. 

The  myth  of  Phaeton  is  very  traceable  from 
Bulfinch's  Mythology  to  John  G.  Saxe's  humorous 
poem.  The  myths  of  Jupiter,  Mercury,  and 
Charon,  followed  by  the  stories  of  Diogenes  and 
his  tub,  Pythagoras  and  his  belief  in  the  trans- 
migration of  souls,  Socrates  drinking  the  hemlock, 
and  a  few  other  interesting  tales  from  Fenelon's 
Lives  of  the  Philosophers  (a  small  book,  simple, 
charming  in  style),  and  these  followed  by  Lucian's 
Dialogues,  give  a  series  of  lessons  irresistibly  funny 
for  the  most  part,  wliile  serving  to  fix  more  fii-mly 


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WORKS  OF  THE  CREATIVE  IMAGINATION.      69 

three  epochs,  the  myth-making  age,  the  age  of 
Pericles,  and  the  years  following  Christ.  Of 
course  some  diagram  of  these  landmarks  should 
be  kept  before  the  child,  that  he  may  grasp  with 
his  eyes  as  well  as  with  his  hearing  the  distance 
between  these  outbreaks  of  classic  thought.  I 
have  often  told  the  story  of  Alkestis  from  Eurip- 
ides to  sixth  grade  pupils,  and  let  them  discuss 
the  bravery  of  Alkestis  as  a  grammar  or  lan- 
guage lesson.  I  have  found  second  grade  chil- 
dren equally  pleased  and  interested  in  the  story  ; 
indeed,  age  has  little  to  do  with  the  ability  of  chil- 
dren to  receive  classic  thought  and  see  its  relation 
to  modern  thought.  There  is  too  much  of  a  ten- 
dency to  "  grade  "  everything.  It  is  a  pleasant 
sight  to  see  a  whole  family  from  the  aged  grand- 
parents to  the  wee  bairnie  enjoy  the  same  story. 
Any  book  is  not  good  enough  for  the  youngest 
child  in  the  primary  grade  unless  it  would  be  a 
good  book  for  the  teacher  or  parent.  There  is  too 
much  solicitude  on  the  part  of  school  superintend- 
ents about  "  flying  over  the  heads  "  of  children. 
It  is  one  of  a  teacher's  griefs  that,  work  as  hard 
as  she  may,  some  pupils  will  outstrip  her  in  one 
direction  while  she  is  taking  the  lead  in  another. 

As  supplements  to  fifth  and  sixth  grade  work,  or 
as  lists  for  home  libraries,  the  following  books  and 
studies  are  appended,  thougli  a  few  of  them  may 
be  "  too  old  "  for  very  slow  children,  or  for  those 
who  have  been  accustomed  to  weak  rcadinff. 


70  LITERARY  LANDMARKS. 

Feats  on  the  Fiord ;  Tom  Brown's  School  Days 
at  Rugby,  a  book  with  which  I  have  found  sixth 
grade  pupils  delighted  ;  The  Story  of  a  Bad  Boy  -^ 
by  Aldrich,  a  book  in  which  a  boy  finds  that  it 
pays  better  to  be  good  ;  Pickwick  Papers  ;  Ware's 
Zenobia,  and  Aurelian ;  Paul  and  Virginia ;  Mosses 
from  an  Old  Manse ;  Hoosier  Schoolmaster ; 
Lamb's  Essay  on  Roast  Pig  (a  study  with  whicn 
fifth  and  sixth  grade  children  have  much  fun  in 
reading)  ;  Pilgrim's  Progress,  followed  by  Haw- 
thorne's Celestial  Railroad ;  Gray's  Story  of  The 
Children's  Crusade;  Undine;  The  Courtship  of 
Miles  Standish;  Hiawatha;  Baron  Munchausen; 
Evangeline ;  Ten  Boys  on  the  Road ;  Baldwin's 
Stories  of  the  Golden  Age  ;  Story  6f  the  Ger- 
man Iliad ;  Ruskin's  Ethics  of  the  Dust ;  Fene- 
lon's  Lives  of  the  Philosophers  ;  Church's  Sto- 
ries from  Greek  Tragedians ;  Church's  Stories 
from  Herodotus ;  Ovid  for  Young  Folks ;  Lucian's 
Dialogues ;  Kingsley's  Greek  Heroes ;  Marcus 
Aurelius ;  Canon  Farrar's  Seekers  after  God ; 
The  Last  Days  of  Pompeii  ;  Lanier's  Morte 
d' Arthur  and  Froissart ;  Baldwin's  Story  of  Sieg- 
fried and  Story  of  Roland ;  Reynard  the  Fox ; 
Mrs.  Haweis's  Chaucer's  Stories  ;  Travels  of  Sir 
John  Mandeville ;  Lamb's  Tales  from  Shake- 
speare ;  Bulfinch's  Stories  of  Charlemagne ;  and 
any  or  all  of  John  Burroughs's  works.  Thirty 
copies  of  his  Pepacton  were  given  to  one  of  my 
sixth  grade  classes  by  the  Chicago  Board  of  Edu- 


Aqe 
MythbJ 


Mv^h: 


Lit'erat'ure  plan  Tor  TiM'h  Grade 

lAveraqe  acje  —     fen  •''  oioven  years 


Baldwins  5 •"ones  of  the  Golden  Aqe  . 
lyfh^.olupit'er,  Mercur/  and  Charon 


BryanK?  OdySbey.iianscn.stlcnDer  t 
Church 5  story  o(^  ^he  Iliad 


Church  5  _— 

5^or.e^^-cm^qe'>f 

GrecK 

Tragedian? 

The  Shory  oj-  OrpheuS 
rrom  Ovicl 

Whites  Btytani  Girls'  Plutareh\ 

Baldwin's  Siejjf  neJ. 

Lanier'i  5t"orit5  fiom 
KingArthn 


Ten  Boys  on  fhe  Road. 
5^ory  of-Alkei^l^  froir  Euripides 
I  Fenelon'b  Liveb  ^f  the  Philosophers. 


iiivnsonb  Stories  f roni  Virc^il . 

Lacian'5  Sale  of  l"he  Philosopher* 

irly  German  2)l"ories. 
See  Mobie's  Norse  Xyth.'i. 


Elizabeth  Harrison's 

stories  from  Dtnte. 
(farletctn) 

Trav  el5  of  5ir  dohn  Mande 

Heroes  from  French  History^ 
Ciovis,  Pepin,  Hugh  Capet, 
Richard  the  Lioii-hesrted,  Philip  the 
3oid,  St.LooiS,  Henty  of  Navarre 
fe nelon,  Louii XV i ,  La  Fayette,  Bonapa rte 


Guli•vet■■^T^avel^ 
Irvingii  Columbus. 
Ship  Beaqlc 
Swiss  Family   Robinson 
6arah  Cooper's  Animal  Life. 
Boys  of '61        Coffin  Hie^wi^rha 

,.    Hans  QrinKer       Be;nq  a  Boy. Warner 

Poets Scott^ Longfellow,  Whitticr,  mgelow. 


^Chauceri  Griselda 


'.amb's  Tales  from 
ShaKespeare. 


Pilqrim'i 

Progress 


Goetr 


WORKS  OF  THE  CREATIVE  lAf AGINATION.      71 

cation,  and  I  never  heard  more  vigorous  and  en- 
thusiastic reading  from  children  than  their  first 
reading  of  these  essays. 

I  am  aware  that  I  "  have  set  too  abundant  a 
table  "  in  the  lists  of  books  which  I  have  given  ; 
but  I  have  aimed  to  cover  all  tastes  and  all  shades 
of  circumstances,  and  to  give  several  books  bearing 
upon  each  of  the  eight  leading  epochs  of  literature 
as  well  as  to  furnish  a  few  connecting  links  be- 
tween those  great  outbursts  of  thought.  I  know  of 
many  children  who  have  read  more  than  twice  as 
many  books  as  I  have  mentioned,  all  of  the  veriest 
trash,  and  they  have  not  yet  lost  their  red  cheeks 
or  satisfied  their  appetite  for  worthless  books.  I 
have  seen  many  a  Sunday-school  catalogue  whose 
stock  was  of  a  bad  quality,  and  children  reading 
two  volumes  per  week  or  a  hundred  per  annum. 
In  my  lists  I  do  not  aim  to  provide  one  volume  per 
week,  and  in  any  case  I  should  not  expect  a  child 
to  eat  all  the  food  on  the  table.  He  should  take 
only  enough  to  live  and  grow  by.  In  seventh  and 
eighth  grades  pupils  have  a  great  opportunity  to 
insert  more  connecting  links  between  the  land- 
marks already  discovered  in  the  lower  grades  and 
to  get  a  still  fuller  knowledge  of  the  organic  rela- 
tion  of  writings  in  each  epoch  to  the  whole  body 
of  literature,  to  see  in  modern  thought  the  new 
channels,  the  more  intricate  interweavings  which 
the  old  thi-eads  make.  Adding  to  his  old  knowl- 
edge of    the   myth-making   ages   from   Kagozin's 


72  LITERARY  LANDMARKS. 

Chaklea,  Ruskin's  Athena,  or  Murray's  Mythology 
(or  Tanglewood  Tales,  if  he  is  unacquainted  with 
that  book),  and  any  good  liistory,  he  can  pass  on 
to  some  better  translation  of  Homer,  perhaps  Bry- 
ant's, and  find  more  poetic  thought  than  Hanson's 
little  prose  volume  gave.  Or  if  he  feels  abun- 
dantly satisfied  with  such  knowledge  as  Hanson's 
volume  furnished,  he  can  find  in  Edward  Everett 
Hale's  A  Bit  of  Possible  History  the  links  which 
connect  Homer  with  David  and  Solomon  of  the 
Bible.  In  the  third  epoch,  the  age  of  Pericles, 
he  can  associate  Confucius  with  Zoroaster  and 
Buddha  (see  James  Freeman  Clarke's  The  Ten 
Great  Religions),  the  story  of  Daniel  from  the 
Bible,  with  what  he  has  previously  learned  in 
Fenelon's  Lives  of  the  Philosophers.  Although 
these  studies  border  on  the  age  of  Pericles  rather 
than  belong  to  it,  it  is  better  to  get  them  asso- 
ciated in  one  large  group  than  to  try  to  divide 
them  into  many  small  groups.  A  careful  study 
of  Prometheus  from  Plumptre's  translation  of 
^schylus,  followed  up  by  the  same  topic  as 
treated  by  Goethe,  Shelley,  Lowell,  and  Long- 
fellow, or  the  Alkestis  of  Euripides,  or  the  story 
of  Iphigenia  from  Euripides  told  by  the  teacher, 
followed  by  Goethe's  Iphigenia,  may  serve  not 
only  to  revive  the  life  of  that  epoch,  but  to  re- 
late it  to  the  thoughts  in  other  epochs.  Among 
the  studies  which  follow  each  other  in  logical  se- 
quence, serving  as  connecting  links  between  one 


WORKS  OF  THE  CREATIVE  IMAGINATION.   73 

epoch  and  another,  studies  which  actual  experience 
has  proved  practical,  may  be  mentioned  the  story 
of  Faust  from  The  Zig-Zag  Journeys,  followed  by 
Marlowe's  drama  of  Faustus ;  the  myth  of  Theseus 
and  the  Amazons,  followed  by  Chaucer's  Knight's 
Tale,  and  Midsummer  Night's  Dream ;  the  story 
of  Orlando  Mad  from  Bulfinch's  Tales  of  Charle- 
magne, followed  by  Don  Quixote's  Fight  with  the 
Windmill,  Slaying  of  the  Wine  Bags,  Sancho  Pan- 
za's  Kide  on  the  Saw-horse,  and  his  Government 
of  the  Island  (this  series  of  lessons  to  show  the 
rise  and  fall  of  chivalric  literature)  ;  the  drama 
of  Philoctetes,  followed  by  Enoch  Arden,  and  that 
by  the  myth  of  Laocoon,  the  story  of  Laocoon  in 
Virgil,  and  a  discussion  as  to  whether  Philoctetes 
or  P]noch  Arden  were  the  more  to  be  pitied,  or  a 
discussion  as  to  whether  or  not  Sophocles  were  a 
greater  artist  for  portraying  physical  suffering, 
these  discussions  supplemented  by  short  selections 
from  Lessing's  Laocoon.  There  is  no  use  in  mul- 
tiplying instances,  since  from  lame  and  poor  sug- 
gestions I  have  seen  young  practice  teachers  work 
out  this  problem  of  giving  reading  lessons  relat- 
ing one  epoch  to  another  in  the  child's  mind  and 
at  the  same  time  broadening  their  own  intelligence. 
A  well-known  editor  carefully  looking  through 
this  plan  remarked,  "  It  is  only  a  matter  of  time 
when  parents  will  demand  that  their  children  read 
to  some  other  purpose  in  the  school-room  than 
mere  word  calling,  and  when  ])ublishers  of  read- 


74  LITERARY  LANDMARKS. 

ing  books  will  be  obliged  to  combine  their  efforts 
with  the  efforts  of  teachers  in  making  reading  the 
grand  chain  of  world  events  that  it  ought  to  be- 
come." 

Of  studies  usable  in  seventh  and  eighth  grades 
not  mentioned,  or  worthy  of  repetition,  the  fol- 
lowing are  appended :  — 

Rasselas,  Silas  Marner,  Mill  on  the  Floss, 
Scottish  Chiefs,  House  of  Seven  Gables,  Tale  of 
Two  Cities,  Toilers  of  the  Sea,  Exiles  of  Siberia, 
The  Man  without  a  Country,  The  Marble  Faun, 
Sir  Roger  De  Coverley,  Picciola,  Snow-Bound, 
Samson  Agonistes  or  Comus  by  Milton,  Vicar  of 
Wakefield,  Lessing's  Nathan  the  Wise,  Demos- 
thenes' oration  On  the  Crown,  Webster's  Bunker 
Hill  Monument  Orations. 

For  Augustan  age.  Livy  for  Young  People, 
Rowland's  Virgil,  Sayings  of  Epictetus,  Marcus 
Aurelius,  Morris's  Atalanta,  and  Beu-Hur  by 
Wallace,  White's  Stories  from  Pliny  and  Plutarch. 

For.  ages  between  Christ  and  Dante.  Roder- 
ick, Last  of  the  Goths  by  Southey,  Tennyson's 
Idyls,  Longfellow's  Golden  Legend,  Scott's  Ivan- 
hoe  and  Talisman  ;  and  Zenobia  and  Aurelian  by 
Ware,  Story  of  the  German  Iliad. 

For  the  ages  dose  to  Dante,  before  or  after. 
Lowell's  Essay  on  Dante  (in  My  Study  Win- 
dows), Mrs.  Ward's  Life  of  Dante,  Miss  Rosset- 
ti's  Shadow  of  Dante,  Long-fellow's  translation 
of  The  Divine  Comedy,  The  Niebelungen  Lied, 


AgeoF 


Seventh   Gra-dc  or  ^ec^r 
-r-i  ..L      -:  I  -  ^Q^  °^  puhils  twelve 

The  myth  of  Laocoon  „^  rhirfeen  years. 

Show  its  evolution  inVirgil:5ee  Zigzags. 
Stories  from  the  History  of  Egypt:  Cheops^  Rameses  II, 
Darius.  Ptolercvy  I,  Cleopatra,    Cor\star\tir\e, 
MoKaro,rc\ed  Aii-,  MytKs :  Isia,  Osiris,  Harmachus, 

Sphif\x,Turr\,  Seth  . 

WeilaB.  Woiards'  AToousarvd  Miles  up  the  Nile. 

Bryants  Iliad  o-mi  Odyssey 
selections   From  both 


Bioss  XenopKorv 


f  Story  ot  Cyrus, 
I  Darius  Xerxes. 


\qc  or 


k Translation  of  The  Philoctetes 

followed  by  a  ctud/  of  Enoch  Arden.. 
Discuss  and  compare. 


Story  ot  L.;).oco6n 
tiowland'sVirqil 
Picture  of  the  Statue 
of  LaocoCn  at  tKe  Vati car\ , 
LeosirAg's  LaocoOrv. 
(for  TeacKersj 


Last  Days  ot  Pompci. 
Marcus  Aurclius. 
Irvings  Mahomet. 


Dante 


The  Meditations  of  Thomas  a  l^emfii 

Early  Legend  op  Faust  from  Zig-zaq  Journey 
Mid^>ummer  Niqht's  Drearn,  pre 
ceded    by  Myth  of  Theseus. 

Rassela.s 


lian  Artists. ...Vasari 
companied  by 
descriptions  oj  the 
i^^reat galleries  of 

e,  Louvre,\felicAr\, 
'itti  Palace, 
phake-l  Photographs  of  the 
^speare.J  fgn^o^jg  Pictures. 


ooethes  Crl  King. 

Evanq<rlir»e.       /^shitvjton  Ji  his  Country. 

Lj  LI  ■     r-  k    <»i.  e  Fske    Irvir^ 

nawthornes  oreat  orone  race. 

MaryTrcats  home  Book  ot  Nature. 

Lowella   Sir   Launfail,    Tenny^onS^ir  Galat 

Ny  5ummerin  a  Garden.  Signs  and  -Seasons' 

Warner.  Burroughs 


Present! 
Age 


WORKS  OF  THE  CREATIVE  IMAGINATION.   75 

Ormsby's  translation  of  The  Cid,  Morris's  Lovers 
of  Gudrun,  Forestier's  Echo  from  Mist  Land, 
Macaulay's  essay  on  Petrarch,  Schiller's  William 
Tell,  Rienzi  by  Bulwer,  Lanier's  Froissart. 

Book  of  Gems  from  all  Epochs,  Holmes's  Auto- 
crat of  the  Breakfast-Table,  and  Craddock's  Down 
the  Ravine  are  studies  of  modern  life  worth  the 
attention  of  eighth  gi-ade  pupils. 

A  word  to  those  teachers  in  Normal  Schools 
who  have  asked  me  to  suggest  to  them  a  course  of 
reading  for  the  young  teachers  in  their  Training 
or  Practice  Classes.  I  would  select  typical  stud- 
ies from  any  of  the  plans  given  in  this  book  (or 
else  I  would  invent  something  better),  and  give  to 
the  practice  teachers  exactly  what  I  should  want 
for  myself,  the  same  studies  that  primary  and 
grammar  pupils  need  to  lead  them  into  a  percep- 
tion of  the  fact  that  literature  is  but  the  evolution 
of  the  thought  of  humanity.  The  Pha^do  of  Plato 
or  his  Symposium,  followed  up  by  studies  from 
Epictetus,  Marcus  Aurelius,  and  Emerson  ;  Frere's 
translation  of  The  Birds  of  Aristophanes,  followed 
by  A  Midsummer  Night's  Dream  ;  Marlowe's  Jew 
of  Malta,  followed  by  Shakespeare's  Merchant 
of  Venice,  Fenelon's  Telemachus,  the  drama  of 
Antigone,  —  any  of  these  studies  in  connection 
with  a  chart  are  such  as  members  of  a  training 
class  would  be  glad  to  make  in  addition  to  some 
of  the  studies  already  mentioned  in  the  grammar 
grades.  Every  member  of  a  training  class  ought 
to  become  thoroughly  acquainted  witli  at  least  one 


76  LITERARY  LANDMARKS. 

of  the  five  books  which  critics  call  literary  bibles, 
the  five  books  which  stand  to  other  books  as  the 
Bible  stands  to  other  books  of  religion.  If 
young  practice  teachers  bring  into  their  practice 
work  the  studies  herein  suggested  for  lower  grades, 
they  cannot  fail  to  help  themselves  to  as  broad  a 
knowledge  of  literature  as  I  am  able  to  suggest. 

The  young  teacher  is  apt  to  fall  into  the  habit 
of  giving  children  "  goody-goody  "  books.  This 
class  of  reading  is  far  more  pernicious  than  is  epi- 
grammatic literature.  I  mean  the  one-sided  novel 
which  is  hidden  under  the  name  of  some  story  for 
girls,  the  novel  which  has  lost  its  artistic  balance 
through  the  undue  emphasis  of  some  virtue  or  some 
vice.  I  once  gave  such  a  book  to  a  sixth  grade 
pupil  to  read,  and  she  returned  it  to  me  saying 
that  the  heroine  was  "  too  good."  It  was  the 
story  of  a  little  girl  who  went  to  a  sewing  society 
to  dress  dolls  for  a  church  fair  to  be  held  for  the 
benefit  of  some  army  hospital.  Of  course  she  was 
rewarded  by  getting  a  lame  soldier  for  a  husband. 
All  of  that  writing  which  gives  a  husband  as  a 
"  Reward  of  IMerit "  is  more  or  less  lacking  in 
balance,  and  resembles  those  problems  in  arith- 
metic whose  answers  are  found  in  the  back  of  the 
book.  Novels  which  furnish  higher  problems  for 
thought  serve  higher  purposes  of  culture.  Crad- 
dock's  Floating  Down  Lost  Creek,  Cable's  Grande 
Pointe,  Little  Lord  Fauntleroy,  Marble  Faun  — 
one  of  such  studies  as  these  is  worth  more  than 
all  the  "  goody-goody  "  books  ever  written. 


Eiqht"t7     Grade  Plan 


,.  Origin  of  the  Myth  \ 

'  Dawrx  of  Morality.  I  SeeThe  Worlds 

Raqor.ns  Chaiaea.     Parxdoraf    Literature 
Apollo. 
RusKin'i -AHoena  .  Odin,        -' 

Sfe  The  World's  Literature. 

oelechon's  from 

QrydiLnfe  lliadi   and  Odysbcy 
&lad5l"one5   Primer  and  John  f^ibKes 
MyH-15  and  Myl-h-maker& 
[or  cnhcisms  on  Homer. 


rrom  Eurip 
Iphiqenia 

|"olloyyed  b 

Goefhes  Iphiqerv 

Ciccros  Or<a^loas> 
HowlandaVirqil 
Ben  tiur. 
Ovids  Story  of  the 
AnefT\oae  8^  Moly 


FVom-^bchylub  The  Persians,  or 
iThePrometheub  followed  by  &oet+ie'i 

Prqrr.ethcui, also  Lowell '5  and 

Lonqhellows 

Whites  Stories  from  Plutarch. 

oeH-\c'5  Tlie  Lcqe'-Kioj-Chribt" 

drvi  tne  tiorseshoc . 


Echo&s  from  Mistlar\d 


Thomas  a  Kemps 

Moj'lowes  raush. 


Pepys'  Diary 
Vicar  o(-WaKet-i eld 
Schiller  &  Veiled  bhaluc  of-TruH^  . 
Prueand  I        .    CurWa 

BacK  Loq  Shudies Warner 

[^oof'-free  Burrouqh 

CorT\rT\emoratior\Ode..    Lowell. 


•f:  -rudy  h'om  Danhe 

cc  picin  foi-  Dar\t"e  5fudy 


Scott's  IvariKoe. 
,f  the  Lake 


Fiskes 
Civj  I 
Go^errmfcrrt. 


The  Ancfnoae. 
Hermes  Moly. 
Edith  Thomas 


CHAPTER  IV. 

SCIENTIFIC,    GEOGRAPHIC    READING,    TRAVELS. 

The  poetry  of  earth  is  never  dead. 

Keats. 

That  a  child's  reading  should  never  be  any- 
thing but  a  supplement  to  his  observations  is  the 
theory  of  modern  scientists,  but  it  is  no  more 
correct  than  that  a  child  should  forever  carry 
crutches  to  help  himself  in  walking. 

As  a  painting  often  calls  our  attention  to  things 
in  nature  which  we  might  otherwise  never  have 
observed,  so  reading  may  precede  observation  in- 
stead of  following  it. 

The  theory  is  a  good  one,  however,  and  worthy 
of  careful  consideration.  It  is  one  which  applies 
to  scientific  and  geographic  reading  almost  uni- 
versally. It  is  well  that  the  value  of  science  in 
a  child's  education  is  beginning  to  be  recognized, 
and  that  he  is  taught  to  study  the  beautiful  things 
in  the  bright  world  around  him  rather  than  other 
people's  words  concerning  the  things.  Science  is 
greater  than  scientific  literature,  and  the  two 
should  not  be  confounded  because  descriptions  can- 
not furnish  that  harmonious  whole  which  the  eye 
takes  in  at  a  glance.  The  office  of  the  poet  is 
greater  than  that  of  the  scientific  writer,  since  the 


78  LITERARY  LANDMARKS. 

poet  wishes  to  present  us  with  images  which  we 
cannot  discover  for  ourselves,  images  so  vivid  and 
complete  that  we  fancy  we  have  the  things  them- 
selves before  us,  and  cease  to  be  conscious  of  an 
effort  to  grasp  in  part ;  while  the  scientist  merely 
enumerates  slowly  one  by  one  the  details  from 
which  we  are  expected  to  form  a  picture.  If  the 
details  are  retained  at  all,  it  is  only  through  great 
effort  that  their  impression  is  recalled  with  suffi- 
cient rapidity  to  obtain  an  idea  of  the  whole. 
For  this  reason  pictures  are  much  more  service- 
able in  the  study  of  science  than  are  books. 
Scientific  reading  does  little  more  for  a  child  than 
to  give  him  the^ words  of  a  laborious  writer.  It 
does  not  enable  him  to  see  the  thing  itself.  Af- 
ter an  object  has  been  verbally  dissected,  it  is  al- 
most impossible  for  a  child  to  reunite  the  details 
to  form  a  concept  of  it  as  a  whole.  A  painter 
beautifully  expressed  the  difference  between  the 
poetry  and  science  of  objects  when  he  said,  "  It  is 
the  flower  in  the  field  standing  among  its  fellows, 
with  its  natural  background  of  field  colors,  that 
appeals  to  my  imagination,  and  not  the  poor  dead 
thing  that  has  been  picked  to  pieces  that  its  parts 
may  be  shown." 

Scientists  too  often  are  more  concerned  with 
setting  forth  separate  parts  than  with  producing 
pictures  of  totals ;  hence  scientific  writing  tends 
toward  the  epigrammatic  rather  than  toward  the 
artistic,  and  produces  no  lasting  impression  on  the 


SCIENTIFIC  READING.  79 

child's  mind.  It  comes  under  the  head  of  "  learned 
lumber,"  and  he  throws  it  off  at  his  earliest  con- 
venience. It  might  be  compared  to  a  crazy-quilt 
whose  colors  delight  the  eye  momentarily,  but, 
having  no  plan,  gives  no  lasting  pleasure.^ 

The  more  recent  scientists  who  show  objects 
in  the  light  of  their  growth  have  overcome  this 
difficulty  to  some  degree,  and  yet  the  influence  of 
scientific  reading,  even  when  preceded  by  obser- 
vation, deserts  a  child  more  quickly  than  the  influ- 
ence of  any  other  literature  except  that  historic 
writing  which  is  full  of  dates.  Its  pictures,  how- 
ever vivid,  prove  more  elusive  to  the  memory. 
The  reason  for  this  is  that  it  partakes  more  of 
statistics  than  of  motives.  A  child  may  dissect 
an  insect,  a  bee  perhaps,  examine  all  of  its  parts, 
make  drawings  of  each  part,  and  write  full  de- 
scrii)tions  of  it,  and  yet  it  will  be  but  a  short  time 
before  he  can  tell  you  almost  nothing  about  it. 
Not  until  human  motives  are  introduced  will  the 
average  child  retain  any  vivid  impression  of  it. 
The  following  examples  from  Virgil  and  John 
Burroughs  serve  as  illustrations.  Burroughs  tells 
us  that  "  when  a  bee  brings  pollen  into  the  hive 
he  advances  to  the  cell  in  which  it  is  to  be  depos- 
ited and  kicks  it  off  as  a  man  might  his  overalls 
or  rubber  boots,  making  one  foot  help  the  other ; 
then    he  walks  oft"  without  ever  looking  behind 

1  I  have  adapted  some  of  these  thoughts  from  Lessing's 
Laocobn,  since  they  express  my  own  ideas  exactly. 


80  LITERARY  LANDMARKS. 

him  ;  another  bee  comes  along  and  rams  it  down 
with  his  head,  and  packs  it  into  the  cell  as  a  dairy 
maid  packs  butter  into  a  jar  ;  "  that  "  the  bee 
evolves  his  wax  from  his  inner  consciousness," 
and  "  waters  his  honey  as  a  milkman  waters  his 
milk." 

Virgil  says  that  one  king  bee  is  handsome 
while  another  "  looks  hideously  ugly,  like  a 
parched  traveller  coming  from  a  dusty  road  who 
spits  dirt  out  of  his  mouth  ;  "  that  "  the  bee  has 
a  mighty  soul  in  a  little  body  ;  "  and  that  "  their 
battles  can  be  checked  by  throwing  a  handful  of 
dust  over  them."  Such  writing  as  this  will 
remain  with  a  child  when  classified  scientific  lit- 
erature has  left  him,  since  it  furnishes  more  im- 
agery and  appeals  to  the  human  side.  In  the 
same  way  Darwin  in  his  Origin  of  the  Species 
gives  us  a  chapter  on  the  habits  of  ants,  their 
human  practice  of  milking  little  cows,  and  their 
inhuman  methods  of  obtaining  slaves. 

I  have  seen  a  very  young  boy  shake  with 
laughter  over  this  chapter  after  reading  it  many 
times,  and  it  could  not  fail  to  interest  children  in 
primary  grades.  The  chapter  which  describes  the 
devil-fish  in  Victor  Hugo's  Toilers  of  the  Sea  is 
of  the  greatest  value.  Pupils  in  grammar  grades 
can  set  no  better  idea  of  Huo-o's  wonderful  scien- 
tific  powers  than  by  reading  that  chapter,  and  yet 
it  would  lose  its  pathos  if  separated  from  the 
whole  story.     It  is  worth   any  teacher's  while  to 


SCIENTIFIC  HEADING.  81 

make  a  study  of  the  book,  that  she  may  give  her 
pupils  a  synopsis  of  that  story  in  connection  with 
the  chapter.  Thoreau  to  some  extent  and  Mary 
Treat  in  her  Home  Book  of  Nature  reveal  with- 
out an  attempt  at  parade  the  human  element.  It 
is  the  personality  of  the  author  in  John  Bur- 
roughs's  essays  which  make  his  sketches  so  charm- 
ing. AVe  see  the  twinkle  of  his  eye  in  his  pages. 
To  do  away  with  his  fun  and  frolic  and  turn 
his  writings  into  cold-blooded  science  is  to  si)oil 
him  for  children,  and  it  takes  only  a  stupid  teacher 
to  do  that.  In  contrast  with  this  scientific  writ- 
ing, which  combines  fact  with  creative  imagination 
in  such  a  way  as  to  give  us  literature  as  well  as 
science,  take  the  following-*  illustration  of  some  of 
the  so-called  scientific  literature  which  is  written 
down  to  the  comprehension  of  childi-en  :  — 

"  My  dear  little  children,  you  all  like  to  go  to 
market  and  look  at  ducks,  and  you  like  to  look 
at  pictures  of  ducks,  so  I  have  written  this  little 
story  to  tell  you  all  about  them.  And  first  you 
must  know  that  there  are  many  kinds  of  ducks." 
Surely  the  little  children  who  fall  victims  to 
such  well-intentioned  writers  "  are  persecuted  for 
righteousness'  sake."  Beware  of  that  quality  of 
benevolence.  Beware  of  all  scientific  literature 
which  tends  to  destroy  poetic  grasp.  Children 
who  read  even  the  best  of  scientific  literature 
exclusively  are  apt  to  lack  the  poetic  faculty.  In 
writing,    they  give    long    descriptions  of  things, 


82  LITERARY  LANDMARKS. 

using  short  sentences,  and  they  lack  ability  to  see 
largely  ;  they  lose  out  the  soul  of  things.  I  once 
took  a  three-year-old  child  for  a  walk  to  a  river, 
and  he  asked  me  to  tell  him  a  story,  so  I  told  him 
the  story  in  Matthew  Arnold's  poem,  The  For- 
saken Merman.  In  the  story  the  wife  leaves  her 
husband,  "  the  King  of  the  Sea,"  and  her  little 
ones,  that  she  may  go  up  to  pray  in 

"  The  little  gray  church  on  the  sandy  shore," 

and  she  never  returns  lest  she  lose  her  soul.  Lit- 
tle Paul  thought  a  while  and  said,  "  My  mamma 
would  not  leave  me."  He  relapsed  into  silence, 
thought  a  while  longer,  and  then  began  to  ques- 
tion. "  How  could  people  live  under  the  water  ?  " 
I  asked  him  to  tell  me  what  he  thought  about  it 
first,  and  he  said  he  did  n't  believe  it.  The  child 
had  separated  the  truth  from  the  fiction,  had  ap- 
propriated the  truth,  and  rejected  the  falsehood, 
although  but  three  years  old.  A  child  fifteen 
years  of  age  brought  up  exclusively  on  scientific 
literature  would  not  have  done  that.  He  would 
have  given  a  description  of  the  merman,  the  color 
of  his  eyes,  the  number  of  his  toes,  would  have 
made  him  web-footed  probably,  and  classified  the 
wife  among  the  higher  order  of  animals  because 
she  had  a  soul.  Little  Paul  detected  at  once  the 
soullessness  of  the  soul  that  would  save  itself  at 
the  expense  of  love  and  duty. 

As  Goethe's  ^vl•itings  held  not  only  a  revelation 


SCIENTIFIC  AND    GEOGRAPHIC    READING.    83 

of  t-iie  past,  but  a  prophecy  of  all  that  Darwin  and 
Spencer  have  written,  so  the  study  of  science  if 
rightly  pursued  should  lead  up  to  a  greater  in- 
stead of  a  less  appreciation  of  the  works  of  crea- 
tive imagination.  The  science  which  kills  the 
poetic  faculty  stands  on  an  unsound  foundation, 
and  the  poetry  which  sneers  at  science  is  equally 
tottering.  Scientific  and  geographic  knowledge 
should  precede  almost  all  intelligent  reading,  and 
form  a  basis  whereon  nearly  all  knowlecjge  of 
books  rests,  and  the  study  of  science  and  geog- 
raphy should  tend  toward  giving  children  such 
a  related  knowledge  of  the  earth  in  its  gradual 
development  until  it  has  become  a  home  for  man, 
that  all  subsequent  reading  may  seem  to  him  a 
new  but  natural  outgrowth  from  what  went  be- 
fore. The  process  of  committing  to  memory  from 
the  pages  of  a  text-book  the  few  facts  required  to 
pass  an  examination,  the  usual  method  of  learn- 
ing geography  in  common  schools,  will  never  lead 
a  child  to  anything  more  than  a  desultory  knowl- 
edge of  the  earth.  Let  him  but  feel  the  growth  of 
the  earth  in  its  various  changes,  and  it  will  mean 
something  to  him  that  he  will  never  forget.  If 
the  earth  were  stripped  of  all  animal  life  it  would 
yet  have  a  life  of  its  own,  the  singing  of  streams 
through  the  meadows,  the  rushing  of  rivers  to  the 
sea,  the  forming  of  new  soils,  the  pushing  forth 
of  vegetation  ''  to  weave  the  earth-robe  of  the  De- 
ity."    Geographic  lore,  though  not  recognized  as 


84  LITERARY  LANDMARKS. 

literature  in  the  highest  sense  of  the  word,  serves 
to  emphasize  what  the  text-book  only  suggests,  and 
aided  by  other  science  reading  may  do  much 
toward  building  the  world  up  in  the  child's  mind, 
as  a  grand  unit,  a  thing  of  growth,  rather  than 
a  few  lumber  piles  to  be  unloaded  as  soon  as  ex- 
aminations are  over.  Recognizing  the  need  of  a 
text-book  which  should  lead  up  to  a  development 
of  a  world-knowledge,  Colonel  Parker  has  com- 
piled a  geography  to  that  end.  This  book  shows 
the  practicality  of  presenting  the  subject  of  geog- 
raphy to  the  child  in  the  scientific  manner  sug- 
gested by  Guyot  in  his  Earth  and  Man. 

Some  years  ago  I  had  the  pleasure  of  seeing 
the  experiment  tried  in  a  primary  grade  in  an 
ideal  manner  with  most  gratifying  results.  Tak- 
ing Guyot's  Earth  and  Man  as  the  basis  of  her 
work,  the  teacher  proceeded  from  "  the  known," 
the  fields  and  hills  around  the  school-house,  to  the 
unknown,  the  earth  in  its  successive  stages  of  evo- 
lution until  it  became  the  home  for  man.  Fol- 
lowing the  nebular  theory,  the  attraction  of  in- 
visible particles  of  world-vapor  into  nebulae,  the 
rotation  of  these  gaseous  spheres  into  a  great  roll- 
ing sun,  the  detached  masses  flying  off  as  a  drop 
of  water  flies  from  a  whirling  grindstone,  to  form 
worlds,  these  worlds  acquiring  a  motion  around 
their  own  axes  at  the  same  time  that  they  acquired 
a  motion  around  the  body  from  which  they  were 
thrown,  the  earth  as  a  gaseous  ball,  the  earth 


SCIENTIFIC  AND  GEOGRAPHIC  READING.   85 

slowly  cooling,  its  vapors  condensing  and  falling 
as  rain  only  to  boil  away  again  from  its  surface, 
the  rock  floor  of  the  earth  in  its  stages  of  growth, 
at  first  elastic,  bending,  swaying,  sinking  to  be- 
come an  ocean  bed  and  rising  to  transform  the 
ocean  bed  into  colossal  plateaus,  the  formation  of 
rivers,  their  action  eating  and  tearing  away  the 
land  or  in  dissolving  it  chemically,  the  formation 
of  mountain  ranges  and  of  soils,  plant  life,  the 
animal  creation,  all  these  she  pictured  with  some- 
thing of  that  graphic  power  shown  by  Vedder  in 
the  magnificent  swirls  whereby  he  illustrates  the 
liubiiiyat  of  Omar  Khayyam.  Every  point  of 
her  work  she  illustrated  either  at  the  blackboai'd 
or  by  means  of  home-made  devices,  as,  for  exam- 
ple, when  she  swung  a  wet  sponge  at  the  end  of 
a  long  string  round  and  round  rapidly  to  illus- 
trate the  force  which  threw  the  earth  off  from 
the  sun,  giving  it  its  daily  as  well  as  its  yearly  mo- 
tion. How  nmch  more  geography  meant  to  her 
pupils,  although  but  eight  or  ten  years  of  age,  than 
it  does  to  the  children  who  commit  to  memory  a 
given  portion  of  a  text-book  and  recite  it  ver- 
batim ;  and  their  intense  and  continued  interest 
in  the  theme  as  well  as  their  intelligent  under- 
standing of  it  was  undeniable.  1  have  used  a  lit- 
tle book  called  The  Unending  Genesis  as  a  sort 
of  outline  in  my  own  teaching,  since  it  gives  the 
scheme  completely ;  but  it  is  a  mere  school-boy 
effusion  by  the  side  of  Guyot's  Earth  and  Man. 


86  LITERARY  LANDMARKS. 

"  Through  what  books  may  children  most  eco- 
nomically help  themselves  to  this  knowledge  of 
geography  ?  "  There  is  no  one  book,  and  there 
are  no  few  books  exactly  meeting  the  require- 
ments. Winchell's  Sketches  of  Creation  almost 
covers  the  ground  and  makes  a  profound  impres- 
sion on  older  pupils,  who  describe  it  as  "  more 
interesting  than  a  novel." 

Of  making  many  books  concerning  the  early 
conditions  of  the  earth,  before  the  formation  of  its 
crust,  of  the  earth  as  a  planet,  there  is  no  end ;  but 
they  are  wordy  and  unprofitable.  Almost  any  text- 
book on  astronomy  will  give  us  the  earth  rounded 
and  rolling  in  its  early  conditions  ere  the  formation 
of  its  crust.  I  have  seen  a  boy  eleven  years  old 
pore  over  Steele's  Fourteen  Weeks  in  Astronomy 
until  he  got  at  the  idea,  and  a  ten-year-old  boy  tells 
me  that  he  is  entertained  by  Gillet  and  Rolfe's 
Astronomy.  From  a  pupil  of  Professor  Maria 
Mitchell  of  Vassar  College,  Antonia  C.  Maury, 
who  has  a  well-earned  reputation  as  an  authority 
on  these  points,  I  have  the  following  note :  — 

When  I  was  very  young  I  used  to  be  greatly  inter- 
ested in  a  volume  on  The  Stariy  Heavens,  one  of  a  se- 
ries of  children's  books  called  First  Steps  in  General 
Knowledge,  by  Mrs.  Charles  Tomlinson.  It  was  writ- 
ten in  the  form  of  questions  and  answers,  and  I  should 
think  could  be  understood  by  any  intelligent  child  of 
six  or  seven.  It  is  a  London  publication.  When  a  lit- 
tle older  I  read  Lockyer's  Elements  of  Astronomy  with 


SCIENTIFIC  AND  GEOGRAPHIC  READING.   87 

absorbing  interest.  Herbert  Spencer's  Essay  on  the 
Nebular  Hypothesis,  published  in  his  Illustrations  of 
Universal  Progress,  is  the  most  full  and  satisfactory 
discussion  of  this  most  wonderful  of  astronomical  topics 
that  I  have  ever  read.  It  is  not  exactly  easy  reading, 
as  there  is  much  close  reasoning  in  it.  But  as  I  under- 
stood it  when  about  thirteen  years  old,  you  can  imagine 
that  it  is  written  with  that  author's  characteristic  power 
of  making  deep  subjects  clear.  I  found  it  very  strik- 
ing and  impressive,  being  pervaded  with  that  sublimity 
of  generalizing  power  that  we  find  in  all  of  Spencer's 
works.  You  probably  know  of  Robert  Stawell  Ball's 
new  book,  The  Story  of  the  Heavens.  I  should  think 
it  would  be  the  most  popular  of  astronomical  books.  It 
is  perfectly  simple  in  style,  beautifully  illustrated,  and 
discusses  the  more  recent  facts  of  science  without 
bringing  in  anything  at  all  intricate  or  abstruse. 

In  teaching  the  primitive  chemical  and  rock 
changes  I  have  seen  children  of  the  upper  primary 
and  grammar  grades  interested  in  Paul  Bert's 
First  Steps  in  Science,  Dana's  The  Geological 
Story  Briefly  Told,  Tyndall's  Forms  of  Water, 
Kingsley's  Matlam  How  and  Lady  Why,  Glau- 
cus,  by  the  same  author,  a  description  of  the  sea- 
shore and  its  changes,  and  Arabella  Buckley's 
Fairy  Land  of  Science.  Regarding  works  on  sci- 
ence for  children.  Professor  Hodges  of  the  Utica 
Academy  says  Arabella  Buckley's  are  emidiatically 
the  best.  "  They  are  well  written,  poetic,  enter- 
taining, nnd  at  the  same  time  scientifically  correct 


88  LIBRARY  LANDMARKS. 

ill  every  fact."  Erosion  is  a  topic  which  in  the 
study  of  geography  can  hardly  be  emphasized  too 
much.  Ill  sixth  and  seventh  grades  Madam  How 
and  Lady  Wliy  is  decidedly  the  most  profitable 
and  the  most  usable  book,  while  in  the  eighth  grade 
Shaler's  First  Book  in  Geology  pictures  the  great 
drama  which  the  earth  has  been  performing  in  its 
conflict  with  the  waters  through  past  ages  in  the 
most  vivid  manner.  Having  many  copies  of  the 
book,  I  have  used  it  as  a  school-reader  in  connec- 
tion with  other  books  of  a  similar  nature,  and  have 
proved  to  my  own  satisfaction  that  forty -nine 
pupils  out  of  fifty  cannot  resist  its  attractiveness. 
Kiugsley's  Town  Geology  treats  the  subject  pleas- 
antly, but  in  so  patronizing  a  style  that  it  caused 
some  merriment  among  the  children.  "  He  is 
constantly  contradicting  himself,"  said  one  child ; 
"  he  tells  you  that  you  need  not  know  anything 
of  chemistry  to  understand  erosion,  and  then  he 
tells  you  of  the  acids  in  water  producing  chemical 
changes  in  the  earth  it  washes  over,  and  then  he 
talks  to  you  as  if  you  were  a  baby,  and  as  if  3-0  u 
did  not  believe  him  and  he  must  prove  it."  This 
criticism  was  heartily  seconded  by  the  pupils  in 
general,  although  they  had  to  acknowledge  the 
value  of  the  book.  Tyndall's  Forms  of  Water 
proved  more  readable,  and  I  have  known  much 
younger  children  intensely  interested  in  it.  Phys- 
ical geography  is  alwaj^s  more  interesting  to 
children  than  political  and  local  geography,  and 


SCIENTIFIC  AND  GEOGRAPHIC  READING.  89 

should  precede  it.  The  terrible  mistake  teachers 
make  in  allowing  little  children  to  learn  political 
boundaries  ;  the  imagination  that  is  killed,  the 
sterile  pictures  that  are  produced  in  the  mind, 
what  ought  to  be  a  vast  substantial  reality  —  all 
an  abortive  desert  land  of  colored  paper  divided 
by  dotted  lines  ! 

"  The  poetry  of  earth  is  never  dead,"  but  the 
poetry  of  such  maps  as  are  found  in  the  ordinary 
text-book  called  a  geography  is  as  dead  as  a  door 
nail. 

There  are  some  simple  experiments  in  chemistry 
necessary  in  this  scheme  for  getting  a  world's  view 
of  the  earth,  and  I  have  found  that  after  performing 
simple  experiments  in  a  chemist's  laboratory,  chil- 
dren enjoy  reading  from  Leroy  Cooley's  little 
book  on  chemical  experiments  for  children,  and 
from  Mary  Shaw  Brewster's  First  Steps  in  Chem- 
istry, and  in  the  Rollo  books. 

The  history  of  the  development  of  plant  life 
and  its  distribution  naturally  follows  the  study  of 
inanimate  nature,  but  there  is  probably  no  one 
book  that  treats  the  subject  as  a  matter  of  devel- 
opment. Fairy  Know  a  Bit,  Aunt  Martha" s  Cor- 
ner Cupboard  (written  in  exceedingly  bad  style), 
for  third  and  fourth  grades,  also  Chapters  on 
Plant  Life  by  Sophie  Herrick,  give  a  good  idea 
of  the  growth  and  distribution  of  plants.  Mary 
Treat's  Home  Book  of  Nature  contains  the  most 
interesting  chapters   on   plant   life    1   have   seen. 


90  LITERARY  LANDMARKS. 

It  deserves  great  commendation  both  for  its  style 
and  subject-matter,  and  holds  sixth  and  seventh 
grade  pujiils  with  absorbing  interest.  Gray's 
How  Plants  Behave,  Bailey's  Talks  Afield,  Kirby's 
Chapters  on  Trees  are  books  which  have  been 
repeatedly  mentioned  to  me  by  book  lovers  as 
invaluable  to  them.  In  the  sixth  grade  I  have 
found  children  greatly  interested  in  Dr.  Hooker's 
Books  of  Nature,  although  I  dislike  them  myself. 
Thoreau's  Maine  Woods,  in  the  same  grade,  also 
Agassiz's  Journey  in  Brazil,  we  found  interesting 
and  profitable. 

The  Maine  Woods  does  more  than  to  give  an 
idea  of  the  forests  of  that  State  —  it  pictures  just 
as  truly  the  whole  northern  belt  of  forests ;  and 
Agassiz's  Journey  in  Brazil  introduces  us  to  trop- 
ical life  in  general. 

John  Burroughs's  essay  on  Weeds,  in  Pepacton, 
and  his  Fresh  Fields,  Locusts  and  Wild  Honey, 
and  Wake-Robin,  are  to  me  the  most  delightful 
sources  from  which  to  draw  information  in  regard 
to  the  distribution  of  plants. 

In  the  study  of  animal  life  there  is  a  wider 
range.  Children  love  to  investigate  the  living, 
the  moving  things.  Wayside  and  Seaside,  Paws 
and  Claws,  Wings  and  Fins,  Feathers  and  Fur,  for 
first,  second,  and  third  grades,  Johonnot's  books 
and  Mrs.  Sanborn  Tenney's,  for  third  and  fourth 
grades,  seem  to  be  popular  with  children  and 
with  teachers,  and  are  certainly  much  better  than 


SCIENTIFIC  AND  GEOGRAPHIC  READING    91 

the  reading  one  finds  in  ordinary  primary  school- 
readers.  For  fourth,  fifth,  and  sixth  grades  Sarah 
Cooper's  Animal  Life  in  the  Sea  and  on  the  Land 
is  worthy  of  being  placed  in  every  child's  hands. 
In  it  the  author  continually  keeps  in  mind  the  re- 
lation of  the  higher  to  the  lower  order  ;  the  book 
is  finely  illustrated,  written  in  good  style,  simple, 
scientific,  and  never  condescends  to  puerility. 
My  pupils  in  fifth,  sixth,  and  seventh  grades  pre- 
ferred it  to  all  others.  Mrs.  Stowe's  Queer  Lit- 
tle People,  for  third  and  fourth  grades,  is  always 
amusing,  and  Morse's  First  Book  on  Zoology  is 
pleasant  and  valuable  to  young  folks. 

A  note  from  Mrs.  Louisa  P.  Hopkins  of  Bos- 
ton says  :  "  I  well  remember  how  short  the  time 
seemed  while  we  read  Miss  Buckley's  books,  —  The 
Winners  in  Life's  Race,  Life  and  her  Children, 
etc."  I  have  been  greatly  interested  in  a  letter 
written  by  Helen  Keller  of  Tuscumbia,  Alabama, 
a  child  seven  years  of  age,  blind,  deaf,  and  a  mute. 
In  this  letter  she  writes  of  Life  and  her  Children 
as  a  book  which  she  enjoys  having  her  teacher 
read  to  her.  John  Burroughs's  essays.  An  Idyl  of 
the  Honey-Bee,  Tragedies  of  the  Nest,  Sharp 
Eyes,  The  Woodchuck,  Bird  Enemies,  etc.,  would 
provoke  almost  any  child  into  being  a  naturalist. 

When  in  the  study  of  geography,  the  earth  has 
been  peopled  with  animal  and  vegetable  life,  the 
distribution  of  the  races,  their  customs  and  his- 
tory come  as  a  natural  sequence.     It  may  not  bo 


92  LITERARY  LANDMARKS. 

practicable  or  even  desirable  for  children  to  fol- 
low out  any  theories  concerning  the  evolution  of 
man  from  lower  orders  of  animals,  since  there  are 
a  hundred  links  missing  to  every  one  which  has 
been  found,  but  it  always  amuses  a  child  and 
excites  his  incredulity  to  discover  that  there  are 
such  theories.  That  the  society  of  to-day  in  its 
best  form  is  an  evolution  from  early  savagery 
when  men  were  little  better  than  brutes  has  be- 
come a  matter  of  history  undisputed,  and  it  is 
important  that  children  should  recognize  its  truth. 
One  of  the  most  hopeless  phases  of  childhood  is 
the  child's  despair  of  himself  when  he  has  com- 
mitted an  error,  and  his  lack  of  that  philosophy 
which  shall  impel  him  to  a  development  toward 
something  better.  I  have  seen  a  child  hang  his 
head  for  months,  and  refuse  to  forgive  himself,  for 
having  done  some  wrong  thing  which  looked  to 
him  like  the  unpardonable  sin.  To  show  a  child 
the  evolution  of  man  from  his  early  savage  state 
to  his  present  enlightened  condition  is  to  give  him 
a  moral  basis  of  character,  a  hope  for  personal 
growth,  and  teachers  even  more  than  pupils  need 
the  thought  which  shall  prompt  them  to  put  gen- 
erous constructions  upon  the  actions  of  others.  A 
teacher's  power  of  "  thinking  bad  "  into  a  pujiil 
until  the  child  actually  accepts  the  disease  thrust 
upon  him  and  becomes  bad  is  equalled  only  by  her 
power  to  think  him  good  until  he  has  a  chance  to 
become  good.    Fiske's  The  Destiny  of  Man,  Her- 


GEOGRAPHIC  READING.  93 

bert  Spencer's  Education  and  Data  of  Ethics, 
Huxley's  Evidence  as  to  Man's  Place  in  Nature, 
Lecky's  History  of  Rationalism,  and  Max  Miil- 
ler's  Philology  are  books  no  teacher  can  afford 
to  leave  unread.  Clodd's  The  Childhood  of  the 
^  World  is  a  simple,  little,  inexpensive  book  for 
children,  the  best  exposition  of  the  growth  of  the 
human  race  from  low  conditions  to  higher  that  I 
have  seen.  Ragozin's  Chaldea  is  a  most  admirar 
ble  book,  and  serves  to  connect  the  past  with  the 
present.  It  is  one  of  the  first  books  to  go  into 
a  child's  library.  It  is  geography,  history,  and 
good  literature  all  in  one.  Every  child  ten  years 
old  ought  to  have  one ;  it  cannot  be  praised  too 
highly. 

In  the  study  of  local  geogi-aphy  a  child  needs 
to  cull  from  many  books,  that  he  may  associate  the 
life  of  the  country,  the  habits  of  the  people  with 
its  structure  ;  a  few  of  these  books  he  will  cherish, 
reading  and  rereading  them  in  after  years.  I  have 
seen  a  six-year-old  child  read  Seven  Little  Sisters 
and  Each  and  All  repeatedly  with  renewed  interest 
at  each  reading.  The  following  letter  from  Prin- 
cipal William  C.  Payne  of  Chicago  gives  a  con- 
densed summary  of  information  on  this  point :  — 

Since  the  laws  of  development  require  that  the 
child  should  go  from  the  known  to  the  unknown,  from 
what  is  near  to  what  is  far,  and  that  the  most  extended 
flights  of  the  imagination  (and  what  is  the  study  of 
geography  if  it  is  not  an  exercise  of  the  imagination  ?) 


94  LITERARY  LANDMARKS. 

should  have  a  firm  basis  in  experience  ;  1  would  hesi- 
tate to  place  the  nebular  hypothesis  before  the  child  at 
as  early  a  stage  as  did  the  teacher  you  have  mentioned  ; 
but  would  rather  leave  it  to  be  introduced  when  the  pu- 
pil's basis  of  judgment  shall  have  been  broadened  by 
more  extensive  study.  With  this  slight  exception,  I 
am  convinced  that  the  plan  you  have  outlined,  wisely' 
comprehended  and  judiciously  followed,  will  bring 
about  far  more  true  growth  than  is  usually  secured  in 
the  study  of  geography.  The  books  suitable  as  aids 
to  the  study  of  local  geography  are  so  many  and  so 
various  and  yet  so  incomplete,  that  it  is  difiicult  to 
select  a  few  and  say  "  Read  these  and  ye  shall  thrive." 
In  truth,  the  pupils  must  drink  of  many  fountains  and 
hear  the  rustling  of  the  corn  of  many  lands  before  he 
may  know  the  songs  of  the  streams  and  the  beauty  of 
their  waters.  Among  the  more  comprehensive  and 
scientific  books  for  teachers  and  advanced  pupils  The 
Earth  and  its  Inhabitants,  Reclus,  stands  preeminent. 
It  is  an  exhaustive  description  of  all  countries,  and 
next  to  it  I  would  place  Stanford's  Compendium  of 
Geography.  Bird's-Eye  View  of  the  World,  Recliis, 
here  also  takes  its  place,  but  will  be  found  more  useful 
for  children  than  the  above  mentioned  works. 

Among  the  comprehensive  books  for  children  I 
would  mention  What  Darwin  Saw  as  the  one  book  for 
all,  and  following  this  The  Life  and  Voyages  of  Von 
Humboldt,  Stories  of  the  Nations,  Boy  Travelers,  and 
Nimrod  Series,  Knox;  the  latter  of  these  has  more 
of  the  story  character,  and  my  pupils  have  used  it  with 
more  enthusiasm  than  any  other  book  in  the  fifth  grade. 

The    Bodley   Books,    Hale's    Family   Fhghts,   and 


TRA  VELS.  95 

Zig-Zag  Journeys  also  come  iimler  this  head,  and  can 
be  used  by  yoiing  pupils.  Scribner's  Geographical 
Readers  are  very  good.  The  study  of  P^urope  may  be 
well  supplemented  also  by  Dickens's  Child's  History  of 
England,  which  will  interest  all,  and  Winslow's  Fairy 
Geography,  for  the  very  little  ones.  Little  People  of 
Asia  is  true  and  very  fascinating  to  the  young  ])upils, 
while  The  Middle  Kingdom  of  China  is  exhaustive 
and  older. 

Livingstone's  Travels  is  the  best  one  book  on  Africa, 
and  Agassiz's  Journey  down  the  Amazon  gives  a  line 
idea  of  that  region,  particularly  of  its  tropical  vegeta- 
tion. Among  the  books  which  story  loving  children 
may  devour  solus  I  may  mention  Warner's  Being  a 
Boy,  "  a  drawing  from  life  "  of  a  country  boy  in  New 
England,  Eggleston's  Hoosier  Schoolmaster,  Mrs. 
Stowe's  Palmetto  Leaves,  Mrs.  Custer's  Boots  and 
Saddles,  all  of  which  relate  to  our  own  country. 

For  Europe  Hans  Brinker  of  Holland  and  Feats  on 
the  Fiord  of  Norway  give  excellent  accounts  of  the 
life  in  those  countries,  while  Outre-Mer  is  a  beautifully 
poetic  story  of  Germany.  Beyond  the  Himalayas, 
Geddie,  gives  a  vivid  description  of  mountain  scenery. 
Chaillu's  Stories  of  the  Gorilla  Country  and  King- 
ston's Young  Llanero  are  stories  of  Africa  and  South 
America  peculiarly  fascinating  to  boys,  and  Kennan's 
articles  on  Siberia  in  the  late  numbers  of  the  Century 
illustrate  the  geographical  wealth  of  our  periodicals. 

As  a  supplement  to  Mr.  Payne's  letter  I  must 
add  that  Irving's  Alliambi'a  is  undoubtedly  the 
best  book  to  read  in  connection  with  Spain,  and 


96  LITERARY  LANDMARKS. 

The  Dog  of  Flanders  from  Little  Classics  is  the 
sweetest  and  most  pathetic  portrayal  possible  of 
life  in  Belgium.  A  sixth  grade  room  in  Chicago 
last  year  gave  up  "  candy  money  "  to  invest  in 
Harper's  Magazine,  from  which  they  studied  South 
America,  and  the  Atlantic  Monthly  has  for  some 
time  past  afforded  the  best  studies  of  Greece. 
Scribner's  also  is  a  mine  of  geographical  informa- 
tion ;  indeed,  these  four  magazines  are  invaluable 
in  the  intelligent  study  of  local  geography. 


CHAPTER  V. 

HISTORY   AND   BIOGRAPHY. 

Lives  of  great  men  all  remiud  us 
We  can  make  our  lives  sublime. 

Longfellow. 

The  various  hallucinations  in  regard  to  the 
study  of  history  are  even  more  numerous  than  the 
delusions  which  are  cherished  concerning  the 
study  of  geogi-aphy,  and  no  end  of  theories  have 
sprung  up  in  consequence.  An  Englishman  with 
an  English  axe  to  grind  thinks  a  child  should 
study  only  English  history,  and  an  American  with 
an  American  axe  ready  for  the  grindstone  would 
do  away  with  all  but  American  history,  under  the 
assumption  or  pretence  that  a  child's  loyalty  or 
patriotism  will  be  developed  thereby,  as  if  one  can 
love  his  own  country  better  by  ignoring  or  cheap- 
ening other  countries.  The  absurd  idea  is  often 
found  prevailing,  that  history  is  a  separate  thing 
from  geography,  and  that  a  child  can  learn  geog- 
raphy when  he  is  young  and  history  when  he  is 
older.  And  so  children's  minds  are  crippled  by 
cramming  pages  of  facts  which  are  not  sequential 
instead  of  looking  upon  history  as  a  record  of  re- 
lated events  in  the  world's  development.  That 
children  may  "  seem  to  be  doing  something,"  or 


98  LITERARY  LANDMARKS. 

can  make  a  better  show  in  recitation,  is  the  only 
rational  way  to  account  for  the  continued  exist- 
ence of  the  cramming  method. 

"  When  will  history  cease  to  be  court-ridden !  " 
exclaims  Thackeray,  and  with  equal  fitness  he 
might  have  exclaimed,  "  When  will  history  cease 
to  be  battle-ridden  ?  "  "  When  will  history  cease 
to  be  date-ridden  ?  " 

How  many  hours  have  I  spent  in  committing 
to  memory  pages  of  dates,  or  the  names  of  kings 
and  queens  in  their  right  order,  or  the  names  of 
the  presidents  of  our  own  country,  or  descriptions 
of  battles,  and  how  few  minutes  have  I  taken  to 
,  throw  off  the  learned  lumber. 

There  is  another  pedagogical  phantasm  that  is 
worthy  of  analysis,  namely,  that  a  child  has  a 
closer  conception  or  a  more  clean-cut  idea  of  what 
is  nearer  to  him  in  time  and  space  than  of  that 
which  is  farther  away.  Take  as  an  illustration 
the  delusion  that  a  child  in  Chicago  has  a  more 
vivid  idea  of  Milwaukee  than  he  has  of  London, 
having  seen  neither  of  them  ;  or  that  he  realizes 
more  fully  the  character  of  General  Gates  than 
that  of  Alexander  the  Great,  because  the  former 
is  only  a  hundred  years  away  from  him,  while  the 
latter  is  two  thousand. 

What  a  child  needs  in  history  is  an  outline 
of  the  world's  affairs,  where  great  men  or  great 
events  stand  as  landmarks  along  the  road ;  an  out- 
line which  shall  serve  as  a  basis  for  all  new  dis' 


Hist-oric  Landmark 5  hr  Children 


Clodds       TheCKildhood  of  IKc  World 
Raqozins  Chaldca 
TKc  Buildinq  of-  \hc  Pyramids 
Ramcbes  H 


S^kul. David  Ar«l  5olomor\ 


TKc  Bible 


ConPucusN 
Buddha 


.Hanson*  5fories  f-rom Homer 

iBryanl-s  Iliad  and  Odyssey 

^y^^     i  Church  i  Series  frBm-HcrodoJu-b 
Darius    i       T-      „  u.    ra       _i 


b^orles 
(■rom  Livy..      -Horvntbafi 

6hakes.pcareM(|^^j^ 

clulius   C.ift&ar.|ri^palr< 
Barnes +iisbr  y  of  i^v-^^J^e 

Charlemoqn 
-Alf-rcd  rtie  C»real- 


Icibiades. 

jBoys  and  Girls  PluharcK 


Is^andc! 


]LayS)"^-AncicnhRorr>c-    Macaui  >/ 
Bentlur  "i"^  elosephus 


Zenobia.    _      .  .      .Ware 
"Hypaha..  .Kmqsley 

Conb^anhne 

lohammed  Irvtnq 

Lanicrs    FroiiSarh 


MissYonqe:. 

-Hiifory  of  tWilliann  the  Conquer er 

Enqland  )      Bulwers.  Rienzi 

irvinqs  Columbus    Marhn  lJSII 
Va&an's  Livcb  «+ the    i  f- 

Italian  Painlers  |-or    i  Charles  V 

Children 
ra  i_       I  ci  \Veyrir  the  Grea 

^   ^^  [rneaerick  the  GreaP 

Riverside  Literature  berics  .      Wa^hmql-on 

Boys  of-  ]t ..    CoHin 

Grandmother's  St'ory  o^QunherHiH      Nape 

The  St'or  y  o|- Clive  in  indiOi.  Browninq 

Boys  of  fcl  Cot'f'in Lincoln 

S>cudder's  "History  of-  Htc  United  btates 
Abby  baqe  Richardson's  "HisJ-ory  o|- Our  Count i- y 
Civics  for  yojPM*  AT.ericans       .GifT'irv. 
ocudder!?   Georj^e  \A/asKi^gtoa. 


HISTORY  AND  BIOGRAPHY.  99 

coveries,  and  in  which  new  events  shall  constantly 
associate  with  the  old  ;  an  outline  in  which  his- 
tory is  continually  interwoven  with  geography  and 
geography  with  history,  until  both  are  an  exposi- 
tion of  the  growth  of  the  world  as  a  unit.  For 
a  child  to  dwell  on  English  history,  or  on  Amer- 
ican history,  throughout  his  whole  childhood  is 
as  if  he  were  taught  to  pound  on  one  key  con- 
stantly, that  he  might  become  a  musician.  His- 
tory, like  the  musical  scale,  may  be  to  us  a  reve- 
lation of  eternal  harmonies,  or  a  picture  of  a  few 
petty  details,  important  only  for  the  astounding 
reason  that  they  are  near  to  us.  Children  can 
learn  history  and  amuse  themselves  at  the  same 
time  by  inventing  chains  of  historic  landmarks, 
and,  reading  in  between  the  larger  links,  find  out 
what  smaller  events  lead  to  or  from  the  larger. 
As  a  suggestion  for  this  work  I  have  inserted  a 
chart  of  historic  landmarks  for  children,  and  Miss 
Rice,  teacher  of  history  at  the  Cook  County  Nor- 
mal School,  has  added  another  for  teachers. 

There  are  other  books  equally  good,  perhaps, 
bearing  on  the  same  topics.  I  have  read  pages 
and  pages  from  John  Fiske's  Myths  and  ]\Iyth- 
makers  to  my  eighth  grade,  to  give  them  a  knowl- 
edge of  the  myth-making  ages  as  well  as  the  age 
of  Homer  ;  and  (iladstone's  Primer  of  Homer  I 
have  found  very  serviceable  in  the  study  of  the 
latter  age.  The  practice  teachers  in  our  training 
class  have  been  receiving  and  giving  a  course  of 


100  LITERARY  LANDMARKS. 

lessons  which  has  aroused  the  greatest  enthusiasm 
both  in  themselves  and  the  pupils.  Taking  the 
"  nesting-places  of  history,"  first  in  their  geogra- 
phy work,  then  in  history,  and  lastly  in  literature, 
they  have  practically  illustrated  the  great  advan- 
tage in  making  education  one  long  line  of  thought 
instead  of  many  choppy  fragments.  In  tracing 
the  events  leading  from  the  Aryans  in  their  prim- 
itive home  in  the  Oxus  Basin  to  their  later  homes 
in  India,  Greece,  etc.,  they  have  drawTi  freely 
from  Max  Miiller's  What  India  can  Teach  Us, 
and  from  Clarke's  Ten  Great  Religions. 

They  have  used  Bloss's  Stories  from  Xenophon 
as  a  school-reader  in  getting  at  the  relation  be- 
tween the  Persian  invasion  and  the  age  of  Peri- 
cles, and  the  children  liked  the  book  almost  as 
well  as  Church's  Stories  from  Herodotus.  The 
latter  book  is  simple  enough  for  the  third  or 
fourth  grade.  The  Children's  Crusade  by  Gray 
we  have  found  intensely  interesting,  and  Abby 
Sage  Richardson's  Stories  from  Old  English  Po- 
etry has  been  highly  recommended  to  me  ;  IVIac- 
kenzie's  The  Nineteenth  Century  I  have  found 
invaluable  in  the  seventh  grade,  and  Miss  Rice 
speaks  warmly  in  praise  of  Scott's  Tales  of  a 
Grandfather,  Mrs.  Oliphant's  The  Makers  of 
Florence,  and  Cooper's  The  Spy.  Coffin's  The 
Story  of  Liberty  finds  an  enthusiastic  admirer  in 
Superintendent  Burroughs  of  Chicago,  and  a  note 
from  G.  W.  Cable  mentions  Prescott's  Conquest 


Hist'onc  LandmOkrko 


r-orT, 


eacheri 


Rd>qozin's  CKaldcA 

Sayces  Ancienl- Empires  of  H>e  Eoi?>t 

iRowlirvson's  Hve  Grezxl"  MorwrcKtes 


"Herodohas  and  Plu^arcK 
^    Gro|-es  And  Curhub'+lisN'ry  oj-Grcece 
felhons  Lechjire5°r\  Greece 


Epoch 
Series 


Lidciell-6  Early  f\> 


lommaens 


Lewis'  Germ, 
Guizoh'i 
GuizoPs'Hishory  oj-Civilizahon 


IKnc's  Ec^Kly  Rome  . 
5milK's  Rome  and  Co,rVhc>qe 
Beeslya  Gracchi 

Marias  ana  Sulla 

Merivale's  Roman 

^^  Triumvirates 

I  Capes' Roman  Empire. 

Student's  Gibbon 
TaciKxs 

RW  Church's 
Beqinrving  oj' the 

Middle  Aqes 

Green's  Short- 
fiiit-oryot-  Vhe 

English  Ffeople 


^ymond's  Rervaissance  m  Italy    > 

Prescott's  Ferdinand  -> ^^  l^abeila 

Creiqhfons  Aqc  of  Elizabeth 

Macaulays  Enqland  and  Essays 
LDrvqman'srredcnck  the  Great  . 
Schuyler's  Pc^r  the  GreaK 

Mackenzies  Nir\el"eenfh Century  \< 

Gardiners  Ercnch  Revoluti^r,     M^Catthyb  Epoch  of  Reform 
McCarthy's  history  of  our  own  Tirrxes. 


HISTORY  AND  BIOGRAPHY.  101 

of  Mexico  as  one  of  the  books  he  would  lead  a  boy 
to  read.  He  mentions  Hume's  England,  also,  as  a 
history  which  interested  him  at  the  age  of  ten  and 
a  half  years,  and  Cooper's  and  Scott's  novels  as 
desirable  steps  toward  more  severe  historic  read- 
ing. 

Biography  cannot  be  separated  from  history  ; 
it  is  one  with  it  as  geography  and  history  are  one, 
but  in  biographical  reading  one  may  find  no  end 
of  printed  matter  which,  if  jjut  into  the  hands  of 
children,  will  kill  off  any  taste  their  study  of  geog- 
raphy may  have  given  them  to  people  the  earth 
with  the  great  men  who  have  been  its  life.  Sarah 
K.  Bolton's  Poor  Boys  who  became  Famous, 
Girls  who  became  Famous,  and  Famous  American 
Authors,  I  have  found  more  usable  than  more  pre- 
tentious works,  and  many  teachers  have  reported 
them  to  me  as  of  great  service.  Abbott's  biogra- 
phies, like  Lord's  Beacon  Lights,  "  have  no  virtue 
in  them  except  that  they  are  entertaining ;  "  but  to 
be  "  entertaining  "  is  so  great  a  virtue  in  a  biog- 
raphy that  one  is  doubtful  whether  to  hunt  down 
the  inaccuracies  or  try  to  satisfy  one's  soiU  with 
truer  but  more  stupid  books. 

Alfred  the  Great  by  Hughes,  Charlotte  Bronte 
by  Mrs.  Gaskell,  Mary  Queen  of  Scots  by  Miss 
Strickland,  Fcnelon's  Lives  of  the  Philosophers 
(a  most  interesting  little  volume).  Autobiography 
of  Franklin  (Riverside  Literature  Sories),  Balch's 
Life  of    Ciarlield,    liiography  of    William   Lloyd 


102  LITERARY  LANDMARKS. 

Garrison  by  his  sons,  are  all  books  which  afford 
such  a  quality  of  reading  as  not  to  destroy  a 
child's  taste  for  biographical  works.  I  remem- 
ber a  pupil  who  could  never  tire  of  Goethe's  Con- 
versations with  Eckermann,  and  Shelley's  Letters ; 
also,  a  class  of  sixth  grade  children  who  were 
greatly  interested  in  the  Life  of  Peter  Cooper, 
and  another  that  enjoyed  Topelius's  Charles  XII. 
of  Sweden  and  the  Biography  of  Garrison. 

It  is  a  good  sign  that  biographers  are  rising 
who  recognize  the  greater  value  of  workers  above 
shedders  of  blood,  and  that  men  who  have  labored 
heroically  with  their  hands  for  the  good  of  hu- 
manity are  beginning  to  be  recognized  among  the 
real  heroes  of  the  world.  In  this  direction  Par- 
ton's  Captains  of  Industry,  Emily  Pearson's  Guten- 
berg and  the  Art  of  Printing,  Gladstone's  Life 
of  Michael  Faraday,  and  Mayhew's  The  Wonders 
of  Science  are  books  which  teach  the  dignity  of 
labor.  Perhaps  in  just  as  effective  a  way  John 
Burroughs's  essay  on  the  Roof-Tree,  although  not 
coming  under  the  head  of  biography,  makes  home 
building  an  occupation  worthy  of  a  hero,  while  it 
gives  us  the  author  himself  in  his  simple  great- 
ness. 


CHAPTER   VI. 

UTILITARIAN      LITEKATURE,      BOOKS     OF     REFER. 
ENCE,    AND    MISCELLANEOUS. 

I  count  life  just  a  stuff  to  try  the  eoul's  strength  on. 

Bbowmno. 

There  are  many  books  of  a  utilitarian  character 
which  may  be  more  or  less  helpful  to  children  who 
desire  correct  forms  to  help  them  in  their  childish 
inventions. 

Of  these,  The  House  that  Jill  Built  is  the  most 
interesting  volume  tliat  I  have  seen  used  in  tlie 
school-room.  Lawrence's  xVdventures  among*  the 
Glass  Blowers,  American  Boy's  Handy  Book  by 
Beard,  Balloon  Ascents  from  the  Library  of  Won- 
ders, also  Optics  and  Arts  from  the  same  series, 
Lukin's  Young  Mechanic,  and  Routledge's  Every 
Boy's  Book  —  any  of  these  books  would  please  a 
child  whose  mind  turns  in  the  direction  of  me- 
chanics. 

Books  on  art,  like  most  utilitarian  books,  fur- 
nish illustrations  and  theories  rather  those  under- 
lying princi])les  which  would  enable  a  child  to 
help  himself  to  become  an  artist.  Here  the  child 
must  work  out  his  results  through  the  use  of  his 
hands  and  eyes  rather  than  by  the  aid  of  books. 
Kuskin's  Lectures  on  Art  and  his  Modern  Painters 


104  LITERARY  LANDMARKS. 

aiford  good  theories,  but  do  not  give  the  laws  of 
perspective,  or  teach  the  practical  handling  of  ma- 
terial in  such  a  way  that  a  child  may  become  a 
self-made  artist.  A  note  from  W.  D.  Howells 
says,  "  My  daughter  "  (the  little  girl  who  illus- 
trated A  Little  Girl  among  the  Old  Masters) 
"  tells  me  that  the  best  book  on  the  subject  of 
painting  is  Mrs.  Jameson's  Sacred  and  Legendary 
Art."  Mr.  Champney,  the  New  York  artist,  speaks 
well  of  a  series  of  cheap  hand-books  on  various 
art  subjects,  published  by  Winsor  &  Newton, 
and  the  following  letter  from  Miss  Beson,  for- 
merly a  teacher  of  fine  arts  in  the  St.  Louis  High 
School,  affords  moi'e  practical  information  than  I 
can  give. 

It  was  my  good  fortune  to  teach  the  History  of 
Fine  Art  in  the  St.  Louis  High  School  for  twelve  years, 
and  I  assure  you  I  found  the  work  very  pleasant  for 
teacher  and  pupils.  One  of  the  particularly  delightful 
features  of  the  study  was  that  the  work  was  continued 
years  after  the  pupils  left  school.  Besides  the  text- 
books, the  follo^ving  books  were  valuable  in  stimulating 
the  pupils  to  general  reading,  and  led  the  way  to  the 
study  of  the  Philosophy  of  Art  and  the  many  valuable 
works  on  aesthetics.  The  short  list  I  give  is  of  such 
books  as  would  interest  pupils  of  about  sixteen  years  of 
age.  One  would  hardly  expect  younger  pupils  to  take 
an  interest  in  fine  art. 

Bulfinch's  Legendary  Lore,  BvJfinch's  Age  of  Fa- 
ble, Mrs.  Jameson's  Lives  of  the  Painters,  Mrs.  Jame- 
son's   Loves  of   the    Poets,  Semele,  or  the    Spirit    of 


UTILITARIAN  LITERATURE.  105 

Beauty,  by  Rev.  J.  D.  Mereweather ;  The  Improvisa- 
tore,  Hans  Christian  Andersen  ;  Painting,  Clara  Erskine 
Clement ;  Sculpture,  Clara  Erskine  Clement ;  Tone 
Poets,  Crowest ;  Music  and  Morals,  Haweis. 

Lucy  C.  Lillie's  Music  and  the  Musicians  could 
not  fail  to  please  any  fifth  or  sixth  grade  child 
who  had  the  slightest  curiosity  on  the  subject  of 
musical  instruments  ;  and  from  George  P.  Upton, 
author  of  Woman  in  Music,  and  many  other  works 
which  make  him  an  authority  in  the  musical  world, 
I  have  the  following  advice  :  — 

To  your  question,  '*  Does  a  musician  need  to  get 
any  inspiration  through  musical  lore  ?  "  I  would  reply 
that  while  it  is  not  absolutely  necessary  for  a  musician 
to  resort  to  musical  lore  for  inspiration,  it  is  certain  that 
a  musician  of  culture  and  general  information  about  his 
art  will  have  finer  inspiration  than  an  ignorant  one  or 
one  only  acquainted  with  the  technique  and  theory  of  it. 
Knowledge  is  power  in  music  as  in  everything  else. 
There  have  been  musicians  of  considerable  promise  who 
were  dunces  outside  of  their  profession,  but  I  have 
never  been  aware  that  they  had  much  inspiration  or 
enthusiasm.  A  musician  with  brains  is  always  better 
than  one  without  them.  A  singer  or  player  without 
intelligence  is  never  an  artist  in  the  real  sense  of  that 
constantly  abused  term.  The  painter's  famous  advice 
to  his  pupil  to  mix  his  colors  with  brains  is  also  appli- 
cable in  music.  Perhaps  the  best  answer  to  your  ques- 
tion is  the  fact  that  the  most  inspired  musicians  have 
been  the  most  thoroughly  grounded  in  the  literature  of 
their  art.     If  I  were  to  "  make  up  a  musical  library  " 


106  LITERARY  LANDMARKS. 

for  a  child  from  eight  to  sixteen  years  old,  I  think  I 
should  select  as  follows  :  Schindler's  Life  of  Beethoven, 
Bitter's  Life  of  Bach  (abridged),  Holmes's  Life  of 
Mozart,  Austin's  Life  of  Schubert,  Liszt's  Life  of 
Chopin,  Wasiliewski's  Life  of  Schumann,  Judith  Gau- 
tier's  Wagner  (Rienzi  and  Parsifal),  Schoelcher's  Life 
of  Handel,  Life  of  Weber  by  his  son,  Lampodius's  Life 
of  Mendelssohn,  Bombet's  Life  of  Haydn.  Rockstro's 
History  of  Music,  Grove's  Dictionary  of  Music,  Fetis' 
Music  Explained,  Bird's  Gleanings  from  the  History  of 
Music,  Queens  of  Song  by  Ellen  Clayton,  and  were  the 
child  my  own  I  would  add  my  own  books,  giving  ana- 
lytical descriptions  of  the  operas,  oratorios,  and  cantatas. 
Such  a  library  as  I  have  outlined  would  not  cost  over 
twenty-five  dollars,  and  would  give  a  child  abundant 
reference  for  all  general  purposes  even  in  his  after 
years. 

It  is  a  noted  fact  that  parents  and  teachers  are 
too  delicate  and  too  modest  to  give  children  the 
instructions  necessary  for  them  to  have  if  they 
form  wholesome  habits  of  thinking  concerning  the 
natural  relations  in  life.  It  rests  with  science  to 
supply  to  the  child  such  information  as  shall  make 
all  of  Nature's  laws  beautiful  as  well  as  sacred. 
Gray's  How  Plants  Behave,  Packard's  First  Les- 
sons in  Zoology,  Dr.  Stevenson's  Boys  and  Girls 
in  Biology,  Wilder's  What  Young  People  Should 
Know,  are  books  which  in  their  order  lead  up 
from  the  laws  of  vegetable  life  to  the  laws  govern- 
ing animal  life  in  steps  so  related  that  children 
may  form  habits  of  scientific  thought  on  subjects 


VTILITARIAN  LITERATURE.  107 

which  they  are  only  too  apt  to  learn  in  coarse 
whispers,  and  Mrs.  Shepherd's  Physiology  for 
Girls  and  Physiology  for  Boys  are  books  which 
ought  to  lead  to  clean  thinking  anel  good  hygienic 
habits. 

Essays  in  criticism  tend  directly  in  the  best  line 
of  culture,  since  they  open  up  the  mind  to  the 
consideration  of  what  is  best  in  reading:.  In  the 
seventh  and  eighth  grades  I  have  found  Lessing's 
Laocoon,  and  Poe's  essay  on  his  composition  of 
The  Raven,  and  Lowell's  Fables  for  Critics  and 
his  Study  AVindows  usable,  and  for  older  pupils 
Stedman's  Victorian  Poets  and  Dowden's  The 
Mind  and  Art  of  Shakespeare.  Lanier's  Science 
of  English  Verse  is  the  most  masterly  —  the  most 
scientific  —  of  any  book  of  criticisms  ever  coming 
to  my  notice,  but  it  is  above  the  comprehension  of 
pupils  below  the  high  school  grades.  "  Champ- 
lin's  Encyclopedia  of  Persons  and  Places,  and  his 
Encyclopedia  of  Common  Things,"  says  Superin- 
tendent Bright  of  Englewood,  Illinois,  "  are  almost 
indispensable,"  and  I  cannot  speak  too  warmly  in 
their  favor.  They  are  perfect  mines  of  informa- 
tion. Among  other  reference  books  which  I  re- 
member pleasantly  as  being  especially  helpful  are 
Fields's  Yesterdays  with  Authors,  Wood's  Natural 
History  for  Boys,  the  American  Statesmen  series, 
edited  by  J.  T.  Morse,  Wheeler's  Noted  Names 
of  Fiction,  Swinton's  Outlines  of  History,  Haw- 
thorne's Grandfather's  Cliair,  Mrs.  Ward's  Life 


108  LITERARY  LANDMARKS. 

of  Dante,  Dickens's  History  of  England,  Talks 
about  Law  by  Dole,  Rich's  Classical  Dictionary, 
and  Charles  Ham's  Manual  Training. 

There  are  three  books  which  furnish  motives 
for  work,  but  hardly  belong  to  the  literature  called 
"  utilitarian,"  —  books  which  I  prefer  to  mention, 
however,  in  connection  with  that  class.  The  Niirn- 
berg  Stove  by  Madame  De  La  Rame  teaches  how 
a  stove-maker  was  a  really  great  artist,  because  he 
made  his  stove  a  revelation  of  his  deejjest  reli- 
gious feeling ;  At  the  Back  of  the  North  Wind,  the 
sweetest  possible  story  of  a  poor  child  who  led  an 
ideal  life  under  the  most  uninviting  circumstances ; 
and  Jan  of  the  Windmill  by  Mrs.  Ewing,  the 
story  of  a  poor  boy  who  becomes  a  noted  painter. 


LIST  OF  BOOKS  REFERRED  TO  IN 
THE  PRECEDING  PAGES. 

I  USED  to  have  great  sympathy  with  cheap  edi- 
tions of  books,  but  I  am  not  sure  but  I  shall 
change  ray  mind  regarding  them,  since  I  observe 
that  children  treat  well-bound  volumes  with  more 
respect  than  pamphlets,  and  perhaps  invest  the 
thoughts  with  more  dignity  and  reverence.  And 
yet  I  know  what  it  is  to  place  two-cent  pamphlets 
in  the  hands  of  those  pupils  whose  money  has 
been  worse  than  wasted  in  well-bound  copies  of 
"  My  Nag  can  Run  "  literature,  the  pamphlets  serv- 
ing as  stepping-stones  to  better  ideas  of  books  — 
real  books.  And  so  I  have  catalogued  in  ray 
list  many  of  these  cheap  pamphlets,  much  against 
my  taste. 

A  few  of  the  books  I  know  nothing  of  whatever, 
but  have  catalogued  because  they  are  recommended 
by  some  strong  authority.  I  have  tried  to  cover 
the  necessities  of  school  libraries,  teachers'  books, 
and  children's  reading. 

Abbott's  Histories.     Harper  &  Brothers.     32  vols.    SH.OO 

each. 
Adventures  of  a  Brownie.     Mrs.  D.  M.  Craik.     Harper  & 

Brothers.     90  cents.     For  first  and  second  grades. 


110  LlTFAiARY  LANDMARKS. 

Adventures  of  Telemachus.  Fdnelon.  Hawkeswortb's 
trans,     Houghton,  Mifflin  &  Co.     S2.25. 

Adventures  of  Ulysses.  Charles  Lamb.  Ginn  &  Co. 
25  cents.     For  third  and  fourth  grades. 

iEueid  of  Virgil.  Rowland's  trans.  D.  Appleton  &  Co. 
2  vols.  50  cents  each.  C  ranch's  trans.  Houghton, 
Mifflin  &  Co.     $1.00. 

^schylus.  Plumptre's  trans.  George  Routledge  &  Sons. 
$1.50. 

Age  of  Chivalry.     Bulfinch.     Lee  &  Shepard.     82.25. 

Age  of  Elizabeth.  Creighton.  Charles  Scribner's  Sons. 
$1.00. 

Age  of  Fable.     Bulfinch.     Lee  &  Shepard.     $2.25. 

A-Hunting  of  the  Deer.  Warner.  Houghton,  Mifflin  & 
Co.  (Riverside  Literature  Series.)  15  cents  ;  linen, 
25  cents. 

Ajax.  Sophocles.  Macmillan  &  Co.  (Clarendon  Press 
Series.)   50  cents. 

Alfred  the  Great.  Hughes.  Houghton,  Mifflin  &  Co.  $1.00. 

Alhambra.  Irving.  Humboldt  Library.  Paper  covers, 
15  cents.  A  note  from  Amdlie  Rives  says,  "  I  read  Ir- 
ving's  Tales  of  the  Alhambra,  Grimm's  Fairy  Tales,  and 
Andersen's  Fairy  Tales  when  I  was  six  years  of  age." 
She  can  thank  Heaven  that  she  escaped  the  "  Do  we  go 
up  ? "  literature  of  common  school-readers.  The  Al- 
hambra is  a  study  to  be  used  in  connection  with  the 
geography  and  history  of  Spain  ;  a  study  of  the  fifteenth 
century. 

Alkestis  (of  Euripides).  Potter's  trans.  Effingham  May- 
nard  &  Co.  Paper  covers,  10  cents.  Robert  Browning's 
version  of  this  story  as  given  in  Balaustion's  Adventure 
is  finer  but  not  so  complete. 

American  Authors.  Houghton,  Mifflin  &  Co.  (Riverside 
Literature  Series.)     Paper  covers,  15  cents. 

American  Boy's  Handy  Book.  Beard.  Charles  Scribner's 
Sons.     $2.00. 


/ 


LIST  OF  BOOKS.  HI 

American  Men  of  Letters.  C.  D.  Warner,  editor.  Hough- 
ton, Mifflin  &  Co.     14  vols.     §1.25  each. 

American  Statesmen.  J.  T.  Morse,  Jr.,  editor.  Hougliton, 
Milllin  &  Co.     30  vols.     61.25  each. 

Among  my  Books.  First  and  Second  Series.  Lowell. 
Houghton,  Mifflin  &  Co.     62.00  each. 

Ancient  and  Modern  Greece.  Felton.  Houghton,  Mifflin 
&  Co.     85.00. 

Ancient  Classics  for  English  Readers.  J.  B.  Lippincott 
Co.     28  vols.     50  cents  each. 

Ancient  Empires  of  the  East.  Sayce.  Charles  Scribner's 
Sons.     61.50. 

Ancient  Mariner.  Coleridge.  Houghton,  Mifflin  &  Co. 
(Riverside  Literature  Series.)  15  cents  ;  linen,  25 
cents. 

Animal  Life  in  the  Sea  and  on  the  Land.  Sarah  Cooper. 
Harper  &  Brothers.  61.25.  The  most  readable  zoology 
for  tifth  and  sixth  grades  that  I  have  found. 

Antigone  (of  Sophocles).  Effingham  Maynard  &  Co. 
Paper  covers,  10  cents. 

Arabian  Nights,  Stories  from  the.  Houghton,  Mifflin  & 
Co.     (Riverside  School  Library.)     60  cents. 

Aristophanes.  (The  Birds  and  The  Knights.)  Frere's 
trans.  George  Routledge  &  Sons.  Morley's  Universal 
Library,  No.  37.  40  cents.  As  good  as  an  illustrated 
comic  newspaper  for  throwing  light  upon  the  age  in 
which  it  was  written. 

Arnold,  Matthew.  Poems.  Macmillan  &  Co.  81.75. 
His  Empedocles  on  /Etna  is  a  fine  study  in  connection 
with  the  fifth  century  before  Clirist. 

Arts.     (See  Library  of  Wonders.) 

Astronomy.  Gillet  &  Rolfc.  American  Book  Co.  .61.40. 
Recommended  by  a  ten-year-old  boy. 

Atalanta's  Race,  etc.  William  Morris.  Rolfo's  cd.  Hough- 
ton, Mifflin  &  Co.     75  cents. 


112  LITERARY  LANDMARKS. 

Athena,  Queen  of  the  Air.  Ruskin.  United  States  Book 
Co.  Paper  covers,  20  cents.  An  invaluable  study  in 
connection  with  the  myth-making  age. 

Atlantic  Monthly.  Horace  E.  Scudder,  Editor.  Hough- 
ton, Mifflin  &  Co.     .^4.00  per  year. 

At  the  Back  of  the  North  Wind.  George  Macdonald.  J. 
B.  Lippincott  Co.  !$1.25.  For  fourth,  fifth,  and  sixth 
grades. 

Aunt  Martha's  Corner  Cupboard.  Earby.  Thomas  Nel- 
son &  Sons.     60  cents. 

Aurelian.  Ware.  John  B.  Alden.  Paper  covers,  20 
cents. 

Aurora  Leigh.  Mrs.  Browning.  United  States  Book  Co. 
Paper  covers,  25  cents. 

Autocrat  of  the  Breakfast-Table,  The.  Oliver  Wendell 
Holmes.  Houghton,  Mifflin  &  Co.  (Riverside  Litera- 
ture Series.)  45  cents  ;  linen,  50  cents.  (Riverside 
School  Library.)     60  cents. 

Baby  Bell.     T.   B.   Aldrich.      Houghton,  Mfflin   &   Co. 

(Riverside  Literature  Series.)     15  cents. 
Backlog  Studies.      C.   D.  Warner.     Houghton,  Mifflin  & 

Co.     (Riverside  Aldine  Series.)     $1.00. 
Bacon's  Essays.    A.  C.  McClurg  &  Co.    81.00.    Selections. 

Effingham  Maynard  &  Co.     Paper,  10  cents. 
Balloon  Ascents.     (See  Library  of  Wonders.) 
Baron  Munchausen.     Ward,  Lock  &  Co.     80  cents. 
Beacon   Lights   of   History.      Lord.      Fords,   Howard   & 

Hulbert.     8  vols.     616.00. 
Beginning  of  the  Middle  Ages,  The.   E.  S.  Church.  Charles 

Scribuer's  Sons.     81.00.     Longmans,  Green  &  Co.     80 

cents. 
Being  a  Boy.    Warner.     Houghton,  Mifflin  &  Co.     (River- 
side School  Library.)     60  cents. 


LIST  OF  BOOKS.  113 

Ben-Hur.  Lew  VV^allace.  Harper  &  Brothers.  SI. 50. 
A  fine  study  in  connection  with  the  age  of  Christ. 

Beyond  the  Himalayas.  Geddie.  Thomas  Nelson  &  Sons. 
SI. 00. 

Bible  (Story  of  the).     P'oster.     Fo.ster  &  Co.     Sl.OO. 

Bible  (for  Young  Folks).  Dr.  Vincent.  Chautauqua 
Press. 

Bimbi.  "  Ouida"  [De  La  Ramd].  J.  B.  Lippiucott  Co. 
•Sl.OO.  This  book  contains  the  story  of  the  Niiruberg 
Stove,  of  which  Edgar  Fawcett  says,  "  I  think  it  is  with- 
out any  exception  the  most  perfect  child's  story  I  have 
ever  read.  This  story  and  The  Province  Rose  I 
shoidd  scarcely  have  words  to  praise  enough.  The  Dog 
of  Flanders  is  also  a  masterly  lesson  in  art." 

Birds  and  Bees.  Burroughs.  Houghton,  Mifflin  &  Co. 
(Riverside  Literature  Series.)  15  cents.  A  study 
which  I  compiled  for  my  sixth  grade  pupils  in  Chicago, 
because  of  their  enthusiastic  reading  of  some  of  the 
essays  from  Pepacton.  A  letter  from  Mrs.  Sidney  Lanier 
says,  "  I  think  you  will  be  pleased  to  know  that  since 
Birds  and  Bees  came,  my  little  Robin,  barely  seven,  has 
been  repeatedly  poring  over  John  Burroughs's  essays, 
without  suggestions  from  any  one.  I  should  not  have 
thought  of  offering  Mr.  Burroughs's  essays  to  a  child  of 
seven  for  his  unaided  reading.  This  is  one  more  confir- 
mation of  your  well-founded  belief  that  children  oan 
share  the  best  that  is  written." 

Bird's-Eye  View  of  the  World,  A.  Reclus.  Ticknor  & 
Co.     Published  by  subscription  onl}-.     SG.OO. 

Bleak  House.  Dickens.  Houghton,  Mifflin  &  Co,  2  vols. 
S3.00.     Thomas  Y.  Crowd!  &  Co.     1  vol.     .51.25. 

Bodley  Books,  The.  Scuddcr.  Houghton,  Mifflin  &  Co. 
8  vols.     .S1.50  each. 

Bohn's  Libraries.     Macniillan  &  Co. 

Antoninus,  Marcus  Aurelius.    Long's  trans.    $1.75.    This 
translation  is  highly  spoken  of  by  ^Litthcw  Arnold. 


114  LITERARY  LANDMARKS. 

Catullus.  $1.50.  There  are  many  studies  in  Catullus 
which  the  members  of  our  training  class  have  adapted 
to  first  and  second  grade  work,  such  as  Ariadne,  Thetis, 
The  Pouch  of  Good  and  Bad  Deeds,  etc. 

Cicero's  Orations.  $1.00.  Friendship  Old  Age.  Scipio's 
Dream.     Very  readable. 

Demosthenes's  Oration  on  the  Crown.     50  cents. 

Euripides.     2  vols.     $3.00. 

Goethe's  Works.  14  vols.  $1.00' each.  The  Iphigenia  in 
Tauris  is  Goethe's  most  readable  drama  for  school  use. 
It  is  a  magnificent  study  for  eighth  grade,  following 
Euripides's  Iphigenia  in  Aulis. 

Guizot's  History  of  Civilization.  3  vols.  .$1.00  each. 
Recommended  by  Miss  Rice,  of  Cook  County,  111., 
Normal  School. 

Hesiod.     $1.75.     (See  The  World's  Literature.) 

La  Fontaine's  Fables.     Wright's  traus.     $1.00. 

Lamb's  Works.     4  vols.     $1.00  each. 

Lessing's  Nathan  the  Wise.     $1.00.     A  great  drama. 

Mary  Queen  of  Scots.     Strickland.     2  vols.    $1.50  each. 

Moli^re's  Works.     Wall's  trans.     3  vols.     Sl.OO  each. 

Ovid's  Works.  Vol.  2.  Metamorphoses.  $1.50.  The 
Stories  of  Dryope,  Arachne,  Atalanta,  Phaeton,  Or- 
pheus, Hyacinthus,  etc.,  are  excellent  in  fixing  the  age 
of  Chi'ist  in  the  child's  mind  as  a  great  literary  period. 

Pepys's  Diary.     4  vols.     $1.50  each. 

Percy's  Reliques.     2  vols.     $1.00  each. 
"Plato's  Works.     Vol.  1.     The  Plijedo.      Vol.  3.      The 
Banquet.     $1.50  each.     The  death  of  Socrates  in  the 
Ph^edo  is  a  most  pathetic  scene,  and  simple  enough  in 
expression  for  a  seventh  grade  study. 

Tasso's  Jerusalem  Delivered.     $1.50. 
Book  of  Fables.     Scudder.     Houghton,  Mifflin  &  Co.     40 

cents. 
Book  of  Folk  Stories.     Scudder.     Houghton,  Mifflin  &  Co. 

60  cents.     Of  Mr.  Scudder's  works  Edmund  Clarence 


LIST  OF  BOOKS.  115 

Stedinau  writes  me,  "  Mr.  Scudder's  stories  for  children 
have  a  purity  of  style  and  an  ideal  quality  that  should 
keep  them  long  on  the  roll  of  your  '  Little  Classics.'  " 

Book  of  Gems  from  All  Epochs.  Charles  Scrihner's  Sons. 
Valuable  in  teaching  literature. 

Book-Lover,  The.  James  Baldwin.  A.  C.  McClurg  &  Co. 
61.00. 

Boots  and  Saddles.  Mrs.  E.  B.  Custer.  Harper  &  Broth- 
ers.    $1.50.     For  fifth  and  sixth  gi-ade  libraries. 

Boys  and  Girls  in  Biology.  Stevenson.  D.  Appleton  &  Co. 
61.50. 

Boy's  Froissart,  The.  Lanier.  Charles  Scrihner's  Sons. 
62.00. 

Boy's  King  Arthur,  The.  Lanier.  Charles  Scrihner's 
Sons.     62.00.     For  sixth  and  seventh  grades. 

Boys  of  '61,  The.     Coffin.     Estes  &  Lauriat.     61.75. 

Boys  of  '7G,  The.  Coffin.  Harper  &  Bros.  63.00.  "  The 
book  I  like  the  best  is  Boys  of  '76.  I  know  I  like  that 
best  because  I  have  read  it  five  times,  and  I  have  not  read 
the  others  more  than  three."  From  a  letter  from  an 
eight-year-old  boy. 

Boy's  Percy,  The.    Lanier.    Charles  Scrihner's  Sons.   62.00. 

Boy  Travelers,  The.  Knox.  Harper  &  Brothers.  13 vols. 
63.00  each.  Highly  approved  by  school  superintendents 
and  teachers. 

British  Poets.  Riverside  Edition.  A  complete  collection 
of  the  Poems  of  tlie  best  English  Poets,  from  Chaucer  to 
Wordsworth,  with  Biographical,  Historical,  and  Critical 
Notices,  by  Prof.  Francis  J.  Child,  James  Russell  Lowell, 
Charles  Eliot  Norton,  and  Arthur  Gilnian.  Steel  por- 
traits of  the  poets  accompany  many  of  the  volumes.  In 
sixty-eight  volumes,  printed  on  tinted  paper,  and  taste- 
fully bound.  P^ach  volume,  61.50.  The  set  complete, 
sixty-eight  volumes,  6100.00. 

Akenside  and  Beattie,  1  vol.      Burns,  1  vol. 

Ballads,  4  vols.  Butler,  1  voL 


116  LITERARY  LANDMARKS. 

Byron,  5  vols.  Moore,  3  vols. 

Campbell  and  Falconer,  1  vol.     Pope  and  Collins,  2  vols. 

Chatterton,  1  vol.  Prior,  1  vol. 

Chaueer,  3  vols.  Scott,  5  vols. 

Churchill,  Parnell,  and  Tick-     Shakespeare  and  Jonson,  1 

ell,  2  vols.  vol. 

Coleridge  and  Keats,  2  vols.         Shelley,  2  vols. 
Cowper,  2  vols.  Skelton  and  Donne,  2  vols. 

Dry  den,  2  vols.  Southey,  5  vols. 

Gay,  1  vol.  Spenser,  3  vols. 

Goldsmith  and  Gray,  1  vol.         Swift,  2  vols. 
Herbert  and  Vaughan,  1  vol.      Thomson,  1  vol. 
Herrick,  1  vol.  Watts  and  White,  1  vol. 

Hood,  2  vols.  Wordsworth,  3  vols. 

Milton  and  MarveU,  2  vols.         Wyatt  and  Surrey,  1  vol. 
Montgomery,  2  vols.  Young,  1  vol. 

The  poems  of  each  author  can  be  bought  separately,  except 

when  two  or  more  poets  are  grouped  together. 
Brontd,  Charlotte,  Life  of.      Gaskell.     D.  Appleton  &  Co. 

81.50.     Very  simple  and  readable. 
Browning,  Elizabeth  Barrett.     Thomas  Y.  Crowell  &  Co. 

$1.00. 
Browning,  Elizabeth  Barrett.  Lyrics  and  Sonnets.   Hough- 
ton, Mifflin  &  Co.     $1.00.     Selections.   Effingham  May- 

nard  &  Co.     Paper,  10  cents. 
Browning,  Robert.     Complete  Works.     Houghton,  Mifflin 

&  Co.     Cambridge   Edition.     .S3.00.     "  It  is  prophetic 

that  children  understand  many  of  Browning's  thoughts 

not  graspable  by  older  people."     J.  LI.  J. 
Browning's  Women.    M.  E.  Burt.    Charles  H.  Kerr  &  Co. 

$1.00.     Approved  by  Robert  Browning. 
Bryant,  William  Cullen.  Translation  of  Homer.  Houghton, 

Mifflin  &  Co.     2  vols.     Iliad,  Odyssey.     $1.00  each. 
Bryant,  William  Cullen.  Poems.  D,  Appleton  &  Co.  $1.50. 
Burke,  Edmund.  Conciliation  with  the  Colonies.  Houghton, 

Mifflin  &  Co.     (Riverside  Literature  Series.)    15  cents  ; 

linen,  25  cents. 


LIST  OF  BOOKS.  117 

Burns,  Robert.  (See  British  Poets.)  The  Cotter's  Satur- 
day Night.  Houghton,  Mifflin  &  Co.  (Riverside  Litera- 
ture Series.)     15  cents. 

Burroughs,  John.  Complete  Works.  Houghton,  Mifflin  & 
Co.     10  vols.     $1.25  each. 

By  Sea  Side  and  Way  Side.  Wright.  D.  C.  Heatli  &  Co. 
25  cents.     For  first  grade. 

Campbell.    (See  Britisli  Poets.)    Pleasures  of  Hope.    (Also 

in  Modern  Classics  No.  23.)    40  cents.     Effingham  May- 

nard  &  Co.     10  cents. 
Captains  of  Industry.     First  and  Second  Series.     Parton. 

Houghton,  Mifflin  &  Co.     GO  cents  each. 
Carlyle,  Thomas.    Estes  &  Lauriat.    10  vols.    615.00  per  set. 
Castle  Blair.     Flora  L.  Shaw.     Roberts  Brothers.     61.00. 

Recommended  by  Charles  Dudley  Warner. 
Catullus.     (See  Bohn's  Libraries.) 
Century  Magazine,  The.     Century  Co.     .§4.00. 
Chaldea.  Ragozin.    Stories  of  the  Nations.    G.  P.  Putnam's 

Sons.     81.50.     A  fascinating  book  from  the  first  page  to 

the  last,  and  one  which   corrects  the  dates  of  previous 

histories. 
Chapters  on   Plants.     Herrick.     Harper  &   Brothers.     GO 

cents.     Recommended  by  Arabella  Buckley. 
Charlemagne.     G.  P.  R.  James.     Harper  &  Brothers.     75 

cents. 
Charlemagne,   Legends    of.      Bulfinch.      Lee    &  Shepard. 

82.50. 
Charlemagne,    Stories  of.      Hanson.      Thomas   Nelson   & 

Sons.     81.00. 
Charles  XII.  of  Sweden,  Life  of.     A.  C.  McCIurg  &  Co. 

75  ceuts.     (One  of  The  Surgeon's  Stories.) 
Chaucer.     (See   British   Poets.)     The  Knight's   Tale.     35 

cents.     The  Squiere's  Tale.    20  cents.     Effingham  IMay- 

nard  &  Co.     The  Knight's  Tale  is  an  exquisite  study  for 


118  LITERARY  LANDMARKS. 

eighth  grade.  The  Squiere's  Tale  serves  to  show  the  in- 
fluence of  the  Arabic  on  the  English  literature. 

Chaucer  (Stories  from).  Seymour.  Thomas  Nelson  &  Sons. 
$1.25.   Simple  enough  for  third,  fourth,  and  fifth  grades. 

Chemical  Experiments  for  Beginners.  Cooley.  Ivison, 
Blakeman  &  Co.     $1.25.     Very  readable. 

Childhood.     (See  Little  Classics.) 

Childhood  of  the  World.  Clodd.  Humboldt  Library.  15 
cents.  Usable  in  fourth  and  fifth  grades.  Recommended 
by  Arabella  Buckley. 

Child-Life.     Whittier.     Houghton,  Mifflin  &  Co.     82.00. 

Child's  Book  of  Nature.  Hooker.  Harper  &  Brothers. 
3  vols.     44  cents  each. 

Child's  History  of  England.  Dickens,  Houghton,  Miffliia 
&  Co.  $1.00.     Am.  Book  Co.     60  cents. 

Children's  Crusade,  The.  Gray.  Houghton,  Mifflin  & 
Co.  $1.50.  A  thrilling  account  of  the  crusade  of  the 
children.     Simple  enough  for  fifth  and  sixth  grades. 

Children's  Garland,  The.  A  compilation  of  choice  poems 
by  Coventry  Patmore.  Macmillau  &  Co.  50  cents. 
Recommended  by  Edmund  Clarence  Stedman. 

Christmas  Carol.  Dickens.  Houghton,  Mifflin  &  Co. 
(Riverside  Literature  Series.)  15  cents.  (Riverside 
School  Library.)     50  cents. 

Cicero's  Orations.     (See  Bohn's  Libraries.) 

Cid,  The.     Ormsby.     George  Routledge  &  Co.     40  cents. 

Classic  Quotations.     See  Familiar  Quotations.     Bartlett. 

Classical  Dictionary.  Smith's  Anthon's.  Harper  &  Bro- 
thers.    $3..'50. 

College  Latin  Course  in  English.  Wilkinson.  Chautauqua 
Press.     $1.00. 

Columbus.     Irving.     G.  P.  Putnam's  Sons.     1  vol.     $1.00. 

Compendium  of  Geography.  Stanford.  Charles  Scrib- 
ner's  Sons.     6  vols.     Each  $8.40. 

Comus.  Milton.  Honghton,  Mifflin  &  Co.  (Riverside 
Literature  Series.)     15  cents. 


LIST  OF  BOOKS.  119 

Confucius  and  Mencius.     John  B.  Alden.     2  cents. 
Conquest  of  Mexico.    Prescott.   J.  B.  Lippincott  Co.  81.50. 
Constantino.    (See  Decline  and  Fall  of  the  Roman  J^uipire.) 
Cooper,   James  Fenimore.     (Novels.)     Houghton,  Mifflin 

&  Co.     32  vols.     $1.00  per  volume. 
Cosmic  Philosophy.     Fiske.     Houghton,  Mifflin  &  Co.     2 

vols.     86.00. 
Courtship    of    Miles    Standish.     Longfellow.      Houghton, 

Mifflin    &  Co.     (In  Modern  Classics  No.  1.)     40  cents. 

(Riverside  Literature  Series.)     15  cents.     A  sixth  grade 

study  of  early  colonial  life  in  Massachusetts. 
Cowper.     (See  British  Poets.) 

Crusades,  The.     Cox.      Charles  Scribner's  Sons.     81.00. 
Cudjo's    Cave.      Trowbridge.      Lee    &    Shepard.      81.50. 

"  Trowbridge  is  so  thoroughly  human  and  good,  and  he 

knows  the  heart  of  a  boy  because   such  a  heart  is  liis 

own."     John  Burroughs. 
Culprit  Fay,  The.    Drake.     G.  W.  Dillingham.     82.00. 
Cyclopedia  of  Common  Things.     Champlin.     Henry  Holt 

&  Co.     82.50.    Highly  recommended  by  Superintendent 

Bright  of  Englewood,  111. 
Cyclopedia    of  Persons  and  Places.       Champlin.      Henry 

Holt  &  Co.     82.50. 

Dante.  The  Divine  Comedy.  Longfellow's  trans.  Hough- 
ton, Mifflin  &  Co.  82.50.  I  believe  that  Catholic  priests 
generally  recommend  Longfellow's  translation  as  being 
the  best.  A  cheap  edition  of  Cary's  translation  can  be 
found  in  tlie  Lovell  Library. 

Dante,  Essay  on.     (See  My  Study  Windows.) 

Dante  Hand-Book.    Thomas  Davidson.   Ginn  &  Co.   81.12. 

Dante,  Life  of.  Mary  Alden  Ward.  Roberts  Brothers. 
81.25. 

Dante,  A  Sb.adow  of.  Rossetti.  Roberts  Brothers. 
81.50. 

Data  of  Ethics.     Spencer.     D.  Appleton  &  Co.     81-25. 


120  LITERARY  LANDMARKS. 

David  Copperfield.  Dickens.  Houghton,  Mifflin  &  Co. 
2  vols.     83.00.     Thomas  Y.  Crowell  &  Co.     S1.25. 

Decline  and  Fall  of  the  Roman  Empire.  Gibbon.  Harper 
&  Brothers.     83.00. 

Declaration  of  Independence.  Old  South  Leaflets.  Old 
South  Meeting-house,  Boston.  5  cents  each.  34.00 
per  hundred.  "By  the  time  I  was  nine  years  old  my 
mind  lightly  turned  to  books  of  history.  I  memorized 
nuich  of  the  Declaration  of  Independence,  and,  thank 
God  !  have  never  been  able  since  to  get  away  from  the 
fact  that  *  all  men  are  created  equal '  ;  that  they  are 
endowed  by  their  Creator  with  '  certain  inalienable 
rights,'  and  that  '  among  these  are  life,  liberty,  and  the 
pursuit  of  happiness.' "     George  W.  Cable. 

Deephaveu.     Jewett.     Houghton,  Mifflin  &  Co.     81.25. 

Demosthenes.     (See  Bohu's  Libraries.) 

Destiny  of  Man,  The.  Fiske.  Houghton,  Mifflin  &  Co. 
81.00.     A  book  to  set  teachers  thinking. 

Dickens's  Complete  Works.  Houghton,  Mifflin  &  Co. 
With  Dickens  Dictionary.     30  vols.     81.50  each. 

Dictionary  of  American  Authors.  Adams.  Houghton, 
Mifflin  &  Co.     83.00. 

Divina  Commedia.  Dante.  Longfellow.  Houghton,  Mif- 
flin &  Co.     82.50. 

Dog  of  Flanders,  A.  (See  Little  Classics,  vol.  10.  Child- 
hood.) An  exquisite  study  for  fourth,  fifth,  and  sixth 
grades. 

Don  Quixote.  Cervantes.  George  Routledge  &  Sons. 
81.00.  Melville  B.  Anderson  says,  "  I  am  reading  my 
boys  Oruisby's  marvelous  translation  of  Don  Quixote, 
and  I  believe  they  like  the  passages  which  I  find  dull." 

Dove  in  the  Eagle's  Nest,  The.  Yonge.  Macmillan  &  Co. 
81.00.     Recommended  by  Charles  Dudley  Warner. 

Down  the  Ravine.  Craddock.  Houghton,  Mifflin  &  Co. 
81.00. 

Drifting  down  Lost  Creek.  (From  In  the  Tennessee  Moun- 
tains.)    Craddock.     Houghton,  Mifflin  &  Co.     81.25. 


LIST  OF  BOOKS.  121 

Dryden.  (See  British  Poets.)  Alexander's  Feast.  Hough- 
ton, Mifflin  &  Co.  (In  Modern  Classics  No.  25.)  40 
cents.     Effingham  Maynard  &  Co.     Paper,  10  cents. 

Dutch  Republic,  Rise  of  the.  Motley.  Harper  &  Brothers. 
3  vols.  SC.OO.  Recommended  by  Mary  Mapes  Dodge, 
Susan  Coolidge,  and  many  teachers  of  history. 

P2ach  and  All.  Jane  Andrews.  Lee  &  Shepard.  uO  cents. 
For  first  and  second  grades. 

Early  Italian  Painters.  Jameson.  Houghton,  Mifflin  & 
Co.     S1.25. 

Early  Rome.     Ihne.     Charles  Scribner's  Sons.     -Sl.OO. 

Earth  and  Man,  The.  Guyot.  Charles  Scribner's  Sons. 
81.75.     The  best  study  in  geography. 

Echoes  ftom  Mist-Land.  Auber  Forestier.  S.  C.  Griggs 
&  Co.  §1.50.  A  fine  study  from  the  Ni<!belungen 
Lied. 

Education.     Spencer.     D.  Appleton  &  Co.     S1.25. 

Elegy  in  a  Country  Clnirchyard.  Gray.  Houghton,  Mif- 
flin &  Co.  (In  Modern  Classics  No.  17.)  40  cents. 
(Riverside  Literature  Series.)     15  cents. 

Elementary  Lessons  in  Astronomy.  Lockyer.  D.  Apple- 
ton  &  Co.     61.75. 

Eliot,  George.  Works.  Lovell's  Library.  20  cents  per 
volume. 

Eliot,  George.  Works.  Harper  &  Brothers'  Popular  Fki. 
75  cents  per  volume.     12  volumes. 

Elizabeth;  or,  The  Exiles  of  Siberia.  Cottin.  William  S. 
Gottsberger.  50  cents.  A  great  book.  Mary  Mapes 
Dodge  speaks  of  it  as  one  of  her  favorites. 

Emerson,  Ralph  Waldo.  Comi)lete  Works.  Houghton, 
Mifflin  &  Co.  Little  Classic  Edition.  12  vols.  81.25 
each.  A  note  from  Louisa  Alcott,  written  during  her  last 
summer  at  Wachusett,  recommends  Emerson's  writings 
to  young  people.  She  says,  "  He  was  the  best  minister 
Boston  ever  had." 


122  LITERARY  LANDMARKS. 

fimile.  Rousseau.  D.  C.  Heath  &  Co.  80  cents.  "  I  tliiiik 
tlie  Emile  of  Rousseau  the  greatest  book  ever  written,  con- 
sidering the  time  in  which  it  appeared."     Charles  Ham. 

English  Literature.     Taine.     Lovell's  Library.     40  cents. 

English  Poets.     (See  British  Poets.) 

Enoch  Arden.  Tennyson.  Houghton,  Mifflin  &  Co.  (In 
Modern  Classics  No.  10.)  40  cents.  (Riverside  Litera- 
ture Series.)  15  cents.  Simple  enough  for  sixth  and 
even  fifth  grade. 

Epictetus,  Selections  from.     Roberts  Brothers.     50  cents. 

Epoch  Series.  Charles  Scribner's  Sons.  28  vols.  61.00 
each. 

Epochs  of  Reform.  McCarthy.  Charles  Scribner's  Sons. 
$1.00.  Recommended  by  Miss  Rice,  of  Cook  County, 
111.,  Normal  School. 

Essay  on  Dante.     Lowell.     (See  My  Study  Windows.) 

Essay  on  Man.  Pope,  Houghton,  Miffliif  &  Co.  (In 
Modern  Classics  No.  20.)  40  cents.  Effingham  May- 
nard  &  Co.     Paper,  20  cents. 

Essay  on  the  Nebular  Hypothesis.  Spencer.  D.  Apple- 
ton  &    Co.     $2.00.      (From  Universal  Progress.) 

Essays  in  Criticism.  Matthew  Arnold.  Maemillan  &  Co. 
1  vol.    $1.50. 

Eugene  Aram.     Hood.     (See  British  Poets.) 

Eugdnie  de  Guerin,  Journal  of.  Matthew  Arnold's  essay 
for  collateral  reading.  Catholic  Publication  Society. 
$1.50. 

Euripides.  Complete  Works.  (See  Bohu's  Libraries.) 
Six  studies  from  same.  Morley's  Universal  Library. 
George  Routledge  &  Sons.  40  cents.  —  Alkestis.  Pot- 
ter's trans.  Effingham  Maynard  &  Co.  10  cents.  The 
Iphigenia  in  Aulis  of  Euripides  proved  a  very  attractive 
study  to  my  eighth  grade,  and  yet  more  interesting  to 
my  Saturday  Evening  Class  of  teachers.  It  should  be 
followed  by  Goethe's  Iphigenia  in  Tauris,  and  compari- 
sons made  between  Euripides  and  Goethe. 


LIST  OF  BOOKS.  123 

Evangeline.  Longfellow.  Houghton,  Miftlin  &  Co.  (In 
Modern  Classics  No.  1.)  40  cents.  (Riverside  Litera- 
ture Series.)  15  cents  ;  linen,  25  cents.  To  be  read 
by  fifth,  sixth,  and  seventh  gi-ade  pupils  in  connection 
with  the  early  history  of  Canada. 

Every  Boy's  Book.  Routledge.  George  Routledge  & 
Sons.     83.50. 

Ewing,  Mrs.  J.  H.  Complete  Works.  Roberts  Broth- 
ers. 9  vols.  Cloth,  50  cts.  each.  Mrs.  Ewing's  Works 
are  spoken  highly  of  by  Scudder,  Bishop  Cheney,  G.  W. 
Cable,  Louisa  Alcott,  and  Sarah  Orne  Jewett. 

Fairy  Frisket  ;  or,  Peeps  at  Insect  Life.  By  A.  L.  O.  E. 
Thomas  Nelson  &  Sons.  80  cents.  Recommended  by 
State  Superintendent  Thayer  of  Wisconsin. 

Fairy  Geography.     Winslow.     G.  W.  Dillingham.     81.00. 

Fairy  Know-a-Bit.  A.  L.  O.  E.  Thomas  Nelson  &  Sons. 
80  cents.  A  pleasant  little  "  science  "  reader  for  pri- 
mary grades. 

Fairy  Tales.     Grimm.     Ward,  Lock  &  Co.     82.00. 

Fairyland  of  Science,  The.  Arabella  Buckley.  D.  Apple- 
ton  &  Co.  81.50.  "  I  well  remember  how  short  the 
time  seemed  when  we  read  Miss  Buckley's  books." 
Louisa  P.  Hopkins,  Boston. 

Familiar  Quotations.  Bartlett,  Little,  Brown  &  Co. 
83.00. 

Family  Fliglits.  E.  E.  Hale  and  Susan  Hale.  D.  Lothrop 
Co.     5  vols.     Boards,  .81.75  each. 

Famous  American  Authors.  Bolton.  Thomas  Y.  Crow- 
ell  &  Co.     81.50. 

Faust.  Goethe.  —  Faustus.  Marlowe.  The  two  in  one 
volume.  Morlcy's  Universal  Library,  No.  3.  George 
Routledge  &  Sons.  40  cents. 

Feats  on  the  Fiord.  Martineau.  George  Routledge  & 
Sons.  50  cents.  A  seventh  grade  study  in  connection 
with  the  gcograpliy  of  Norway. 


124  LITERARY  LANDMARKS. 

Ferdinand  and  Isabella.      Prescott.     J,  B.  Lippincott  Co. 

3  vols.     iffS.OO. 
Fifteen  Decisive  Battles  of  the  World.     Creasy.     Harper 

&  Brothers.     $1.00. 
Firdusi.     (Poems.)     Atkinson.    Henry  Holt  &  Co.    S2.50. 
First  Book  in   Geology.      SJialer.     D.    C.    Heath  &   Co. 

$1.00.     Colonel  Parker's  favorite  geology  for  grammar 

grades. 
First  Book  of  Zoology.    Morse.   D.  Appleton  &  Co.   Sl.OO. 

Recommended  by  Arabella  Buckley. 
First  Lessons  in  Zoology.     Packard.     Henry  Holt  &  Co. 

$1.25. 
First  Steps  in  Chemistry.     Mary  Shaw  Brewster.     D.  Ap- 
pleton &  Co.    77  cents. 
First   Steps   in  Scientific    Knowledge.     Paul  Bert.     J.  B. 

Lippincott  Co.     75  cents. 
Five  Great  Monarchies.     Rawlinson.     Dodd,  Mead  &  Co. 

3  vols.     $9.00. 
Forms  of  .Water.    Tyndall.    Humboldt  Library.    15  cents. 

Recommended  by  Arabella  Buckley. 
Fourteen  Weeks  in  Astronomy.     Steele.     A.  S.  Barnes  & 

Co.     $1.00. 
Franklin,  Benjamin,   Autobiography.      Houghton,   Mifflin 

&  Co.     (Riverside  Literature  Series.)       Linen,  40  cents. 
Frederick  the  Great.     Macaulay.     Houghton,  Mifflin  &  Co. 

(Biographical   Series.)     60  cents. 
Frederick  the  Great  and  His  Court.     Muhlbach.     Lovell's 

Library.     30  cents. 
French  Revolution,  The.    Gardiner.     Longmans,  Green  & 

Co.     80  cents. 
Fresh  Fields.     John  Burroughs.     Houghton,  Mifflin  &  Co. 

$1.25. 
Friends   in  Feathers  and  Fur.      Johonnot.     D.    Appleton 

&  Co.    35  cents.    For  second,  third,  and  fourth  grades. 


LIST  OF  HOOKS.  125 

Garrison,  William  Lloytl  (Lite  of),  liy  his  Sons.  lioiigli- 
tou,  Mifflin  &  Co.     4  vols.     88.00. 

Gates  Ajar,  The.  Phelps.  Houghton,  Mifflin  &  Co. 
81.50. 

Geographical  Headers.  Sciibnor's.  American  l?ook  Co. 
81.25. 

Geological  Story  Briefly  Told,  The.  Dana.  American 
Book  Co.     81.15. 

Germany.     Lewis.     Harper  &  Brothers.     .81.50. 

Girls  who  became  Famous.  Sarah  K.  Bolton.  Thomas 
Y.  Crowell  &  Co.  81.50.  The  head  assistant  of  a 
Chicago  school  says,  "  It  is  the  best  book  of  short  bio- 
graphical sketches  that  I  have  found."  It  is  usable  in 
fifth,  sixth,  and  seventh  grades. 

Glaucus  ;  or.  The  Wonders  of  the  Sea  Shore.  Kingsley. 
Macmillan  &   Co.    81-25.     For  fifth  to  eighth  grades. 

Goethe.  Complete  Works.  Bohn's  Libraries.  14  vols. 
813.00,     Poems  of.     Lovell.     20  cents. 

Goethe's  Conversations  with  Eekcrman.  Bohn's  Libraries. 
81.00. 

Grandfather's  Chair.  Hawthorne.  Houghton,  Mifflin  & 
Co.     (Riverside  Literature  Series.)     50  cents. 

Grandmother's  Story  of  Bunker  Hill  Battle.  O.  W. 
Holmes.  Houghton,  Mifflin  &  Co.  (Riverside  Litera- 
ture Series.)  15  cents.  A  profitable  study  in  connec- 
tion with  the  history  of  the  Revolution. 

Great  Stone  Face,  The.  Hawthorne.  Houghton,  Mifflin 
&  Co.  (Riverside  Literature  Series.)  15  cents.  "  Tiiis 
story  shows  that  a  loving  heart  helps  more  than  busy 
hands."  From  an  essay  written  by  a  child  in  the  sixth 
grade. 

Greek  Poets,  The.  Symonds.  Harper  &  Brothers.  2 
vols.     83.50. 

Green  Mountain  Boys.  Thompson.  Lovoll  Library.  20 
cents.     A  good  study  of  tlie  Revolutionary  period. 

Gunnar.     Boyesen.     Charles  Scribner's   Sons.     81.25.     A 


12G  LITERARY  LANDMARKH. 

Tale  of  Norse  Life.     To  me  this  book  is  more  cliarmiuff 

than  Feats  on  the  Fiord. 
Gutenberg  ;  or,  The  Art  of  Printing.     Emily  C.  Pearson. 

D.  Lothrop  Co.  $1.50. 
Gulliver's   Travels.      Swift.      Houghton,   Mifflin    &    Co. 

(Riverside  Literature  Series.)      40   cents.       (Riverside 

School  Library.)     50  cents. 

Half-Hours  with  the   Stars.      Proctor.      G.  P.   Putnam's 

Sons.     $2.00.     Recommended  by  Arabella  Buckley. 
Hans   Brinker.     Mary  Mapes  Dodge.     Charles  Scribuer's 

Sous.     $1.50.      A  note  from  Susan  Coolidge   says,  "  I 

like  best  of  all  American  books  for  children,  I  think,  Mrs. 

Dodge's  delightful  Hans  Brinker  ;  "  and  Mr.   Stedman 

speaks  of  it  as  one  of  his  four  favorite  juvenile  books. 
Harold,   the    Last   of  the   Saxon  Kings.      Bulwer.     Lord 

Lytton  Edition.     J.  B.  Lippincott  Co.     $1.25. 
Harper's  Magazine.     Harper  &  Brothers.    $4.00  per  year. 
Hawthorne,    Nathaniel.      Complete    Works.      Houghton, 

Mifflin  &  Co.     13  vols.     $2.00  each. 
Heidi.     Spyri.      De  Wolfe,  Fiske  &  Co.     $1.50.     (From 

the  German.) 
Hemans.     George  Routledge    &   Sons.     $1.50.      Favorite 

Poems.     Houghton,  Mifflin  &   Co.      (Modern  Classics, 

No  18.)     40  cents. 
Henry  Esmond.    Thackeray.   Harper  &  Brothers.  20  cents. 
Herbert.     (See  British  Poets.) 
Hereward,  the  Wake.    Kingsley.   Macmillan  &  Co.    $1.00. 

A  study  of  the  Norman  Conquest  of  England. 
Herodotus,    Stories  from.      Church.     Dodd,    Mead  &  Co. 

$1.00. 
Heroes,  The  ;    or,  Greek  Fairy   Tales   for  mj-   Children. 

Kingsley.     Macmillan  &  Co.  Sl.OO.  Ginn&Co.  35  cents. 
Heroes  of  Asgard.     A.  and  E.  Keary.     IMacmillan  &   Co. 

$1.00. 
Heroes  and  Hero  Worship.     Carlyle.     A.  C.  McClurg  & 

Co.     $1.00. 


LJST  OF  HOOKS.  127 

Hesiod.  (See  lioliii\  I^ibraiies.)  Tlie  story  of  Pandora 
from  this  volume  is  a  good  study  in  connection  with  tlie 
Prometheus  of  iEscliylus,  or  with  the  story  of  Pandora 
as  found  in  Hawthorne's  Wonder-Book. 

Hiawatha.  Longfellow.  Hougliton,  Mifflin  &  Co.  (River- 
side Literature  Series.)  2  vols.  Paper  covers,  15  cents 
each.  In  one  volume,  linen,  40  cents.  ''  Its  Amer- 
icanism is  so  genuine.  Few  poems  more  nobly  rep- 
resent a  nation.  It  is  an  admirable  poem  for  juvenile 
reading."  Edgar  Fawcett.  Usable  in  fifth,  sixth,  and 
seventh  grades. 

History  of  Civilization.  Guizot.  D.  Appleton  &  Co. 
2  vols.     i$4.00. 

History  of  England,  A  Child's.  Dickens.  Houghton, 
Mifflin  &  Co.     Sl.OO. 

History  of  France.  Guizot.  John  B.  Alden.  8  vols. 
$6.00. 

History  of  Greece.  Curtius.  Charles  Scribner's  Sous. 
SIO.OO. 

History  of  Greece.     Grote.     Harper  &  Brothers.     S18.00. 

History  of  a  Mountain.  Reclus.  Harper  &  Brothers. 
§1.25. 

History  of  Music.    Rockstro.     SO.OO. 

History  of  Our  Country.  Richardson.  Houghton,  Mif- 
flin &  Co.     $4.50. 

History  of  Our  Own  Times.  McCarthy.  Harper  &  Broth- 
ers.    25  cents. 

History  of  Rationalism.    Locky.     1).  Appleton  &  Co.    84.0t). 

History  of  Rome,  Tlie.  Mommscn.  Charles  Scribner's 
Sons.     $8.00. 

History  of  Rome,  The.  Barnes.  American  Book  Co. 
$1.00. 

History  of  the  United  States.  Scudder.  Taintor  Brothers 
&  Co.     $1.00. 

Home  Book  in  Nature.  Mary  Treat.  IIari)or  &  Broth- 
ers.    90  cents.     Valuable  for  fifth  and  si.xtli  grades. 


128  LITERARY  LANDMARKS. 

Homer's  Iliad  and  Odyssey.  Bryant's  trans.  Houghton, 
Mifflin  &  Co.  .Sl.OO.  each.  The  Odyssey  ought  to  be  in 
every  sixth  grade  pupil's  possession. 

Hoosier  Schoolmaster,  The.  Eggleston.  Charles  Scrib- 
ner's  Sons.     $1.25. 

House  of  the  Seven  Gables,  The.     (See  Hawthorne.) 

House  that  Jill  Built,  The.  C.  Gardner.  Fords,  How- 
ard &  Hulbert.  S1.50.  Usable  in  sixth  and  seventh 
grades. 

How  Plants  Behave.  Gray.  American  Book  Co.  54 
cents. 

How  to  Study  Geography.  Col.  Francis  W.  Parker. 
D.  Appleton  &  Co.     61.50. 

Hugo,  Victor.  Complete  Works.  George  Routledge  & 
Sons.     6  vols.     $7.50. 

Hunt,  Leigh.    Poems.     George  Routledge  &  Sons.     SI. 75. 

Hypatia.  Kingsley.  Harper  &  Brothers.  20  cents.  The 
decay  of  the  Greek  influence.  A  study  of  the  fifth  cen- 
tury. 

Hyperion.  Longfellow.  Houghton,  Mifflin  &  Co.  40 
cents.  "  A  piece  of  prose  that  young  minds,  under  a  lit- 
tle scholarly  tutelage,  could  not  fail  to  exult  in."  Edgar 
Faweett. 

Idylls  of  the  King.     Tennyson.     Houghton,  Mifflin  &  Co. 

50  cents.     Rolfe's  ed.     Complete.     81.00. 
Iliad.     Homer.     Bryant's  trans.     Houghton,  Mifflin  &  Co. 

$1.00. 
Imaginary    Conversations.      Walter   Savage    Landor.      5 

vols.     Roberts  Brothers.     .$5.00. 
Imitation  of  Christ,  The.     Thomas  h.  Kerapis.     Macmillan 

&  Co.     $1.00. 
Improvisatore,  The  ;   or.  Life  in    Italy.     Hans   Christian 

Andersen.     Houghton,  Mifflin  &  Co.     $1.00. 
In    Memoriam.      Tennyson.      Houghton,    Mifflin    &    Co. 

(With  other  favorite  poems,   in   Modern  Classics    No. 


LIST  OF  BOOKS.  129 

10.)  40  cents.  Rolfe's  ed.  75  cents.  P^ffingliaiii  May- 
nard  &  Co.     Paper  covers,  10  cents. 

In  the  Wilderness.  Warner.  Houghton,  Mifflin  &  Co. 
.^1.00.     Most  amusing  sketches  of  backwoods  scenes. 

Inchcape  Rock.  Southey.  John  li.  AUlen.  3  cents.  A 
good  study  in  connection  with  tlie  Ancient  Mariner. 
Compare  tlie  Ancient  Mariner  witli  Ralph  the  Rover. 

India,  What  it  can  teach  us.     Miiller.     Lovell.     20  cents. 

Irving's  Works.  G.  P.  Putnam's  Sons.  81.00  per  volume. 
Rip  Van  Winkle.  John  B.  Alden.  2  cents.  Several 
studies  from  Irving's  Works.  Ginu  &  Co.  40  cents. 
Usable  in  fifth  and  sixth  grades. 

Ivanhoe.  Scott.  Houghton,  Mifflin  &  Co.  (Riverside 
Literature  Series.)  50  cents  ;  linen,  60  cents.  (River- 
side School  Library.)  70  cents.  A  letter  from  J.  T. 
Trowbridge  says,  "  Ivanhoe  inspired  me  with  an  interest 
in  the  times  of  Richard  Cceur  de  Lion,  and  the  very  next 
book  I  brought  home  from  the  library  and  read  from 
begiiming  to  end  was  an  abridged  version  of  Hume's 
History  of  England." 

Jerusalem  Delivered.  Tasso.  (See  Bohn's  Libraries.) 
•SI. 50.     For  school  libraries. 

John  Barleycorn.  Burns.  (From  Eliot's  Poetry  for  Chil- 
dren.) Houghton,  Mifflin  &  Co.  80  cents.  "  I  think 
Mr.  Eliot  has  made  a  temperance  poem  of  it  by  leaving 
off  the  last  two  verses."     A  child's  opinion. 

Johnson,  Life  of.     Boswell.     Henry  Holt  &  Co.     S2.00. 

Josephus,  Our  Young  Folks'.  Shepard.  J.  B.  Lippin- 
cott  Co.     .S2.50. 

Journey  in  Brazil.  Agassiz.  Houghton,  Mifflin  &  Co. 
•32.50.  I  have  found  sixth  grade  children  greatly  inter- 
ested in  this  volume. 

Keats.     (See  British  Poets.) 


130  LITERARY  LANDMARKS. 

King  of  the   Golden   River.       Ruskiii.      Ginii   &  Co.      25 

cents.      For  very  young   people.     (See  Little  Classics, 

Childhood.) 
Knight's  Talc,  The.     Chaucer.     Effingham  Maynard  &  Co. 

35  cents. 
Koran,  The.      Houghton,   Mifflin    &   Co.      (Philosophical 

Library.     5  vols.     $17.50. 

La  Fontaine's  Fables.      (See  Bohn's  Libraries.) 

Lady  Geraldine's  Courtship.  Mrs.  Browning.  Houghton, 
Mifflin  &  Co.     (In  Modern  Classics  No.  12.)     40  cents. 

Lady  of  the  Lake.  Scott.  Houghton,  Mifflin  &  Co.  Cloth, 
75  cents  ;  paper,  30  cents.  Effingham  Maynard  &  Co. 
10  cents.  Ginn  &  Co.  20  cents.  Recommended  by 
Charles  Dudley  Warner. 

Lalla  Rookh.  Moore.  Houghton,  Mifflin  &  Co.  Cloth, 
$1.00.     John  B.  Alden.     10  cents,  paper. 

Laocoon.  Lessing.  Frothingham's  trans.  Roberts  Broth- 
ers. $1.50.  Usable  in  the  study  of  Philoctetes  and 
Enoch  Arden. 

Last  Days  of  Pompeii.  Bulwer.  Harper  &  Brothers. 
25  cents.  Introduced  as  an  eighth  grade  study  into  a 
Chicago  school  by  Superintendent  O.  T.  Bright,  with 
great  success.  The  discussions  by  the  pupils  were  en- 
thusiastic and  intelligent. 

Lawrence's  Adventures  Among  the  Glass  Blowers.  Trow- 
bridge.    Porter  &  Coates.     81.25. 

Lays  of  Ancient  Rome.  Macaulay.  Houghton,  Mifflin  & 
Co.  (Riverside  Literature  Series.)  15  cents  ;  linen,  25 
cents.  Read  by  our  eighth  grade  under  supervision  of 
the  practice  teachers  as  one  of  the  connecting  luiks  be- 
tween the  age  of  Pericles  and  the  age  of  Christ.  Re- 
commended by  Bishop  Cheney  and  Mary  Mapes  Dodge. 

Lectures  on  Ait.    Ruskin.    John  Wiley  &  Sous.    50  cents. 


LIST   OF   BOOKS.  131 

Lectures   on   Greece.     Feltoii.     Houghton,  Mil'Hin    &   Co. 

.S5.00. 
Legend  of  Brittany.     (Sec   Lowell's   Poems.)     A  master- 
piece ;  for  private  reading. 
Legends    of   Charlemagne.     Bulfinch.     Lee    &     .Sliepard. 

^2.50. 
Les  Misdrablcs.     Hugo.     Lovell.     GO  cents. 
Library  of    Wonders.     Charles    Scribner's    Sous.     SLOO 

per  volume. 
Life  and  Her  Children.     Arabella  Buckley.     D.  Appleton 

&  Co.     S1.50. 
Light  of  Asia.     Edwin  Arnold.    John  B.  Alden.     10  cents. 

A  profitable  eighth  grade  study  in  connection  with  the 

geography  and  history  of  India. 
Little     Classics.      Rossiter    Johnson,    editor.      Houghton, 

Mifflin  &  Co.     18  vols.     -Sl.OO  each. 

1.  Exile.  7.  Romance.  13.  Narrative  Poems. 

2.  Intellect.  8.  Mystery.  14.  Lyrical  Poems. 

3.  Tragedy.  9.  Comedy.  15.  Minor  Poems. 

4.  Life.  10.  Childhood.        16.  Nature. 

5.  Laughter.  11.  Heroism.  17.  Humanity. 
G.   Love.                   12.  Fortune.  18.  Authors. 

Little  Daffydowndilly.  Hawthorne.  Houghton,  Mifflin 
&  Co.  (Riverside  Literature  Series.)  15  cents.  This 
story  teaches  the  beauty  of  toil.  It  is  especially  rec- 
ommended to  the  people  who  believe  in  manual  train- 
ing. 

Little  Lame  Prince,  The.  Mulock.  Harper  &  Brothers. 
•SI. 00.     For  second  and  third  grades. 

Little  Lord  Fauntleroy.  Burnett.  Charles  Scribner's 
Sons.  !?2.00.  "  The  reddest  api)le  of  them  all."  G. 
W.  Cable. 

Little  People  of  Asia.  Miller.  E.  P.  Dutton  &  Co. 
§2.50.      For  fourth  and  fifth  grades. 

Little  Pussy  Willow.  H.  B.  Stowc.  Houghton,  Mifflin  & 
Co.     .*1.25. 


132  LITERARY  LANDMARKS. 

Little  Women.  Louisa  M.  Alcott.  Roberts  Brotliers. 
S>1.50.  "Read  with  zest  and  renienibercd  gratefully  by 
my  young  people."     G.  W.  Cable. 

Lives  of  the  Christian  Fathers.  Farrar.  Macmillan  &  Co. 
^5.00. 

Lives  of  the  Musicians.  Upton.  A.  C.  McClurg  &  Co.  5 
vols.     ^1.00  each. 

Lives  of  the  Philosophers.  F^nelon.  (Out  of  print.) 
75  cents.     Should  be  in  every  school  library. 

Livingstone's  Voyage  up  the  Zambesi.  Harper  &  Broth- 
ers.    $5.00. 

Locusts  and  Wild  Honey.  John  Burroughs.  Houghton, 
Mifflin  &  Co.  $1.25. 
'Longfellow's  Poems.  (Household  Edition.)  Houghton, 
Mifflin  &  Co.  $1.50.  ''  Longfellow  was  almost  my  only 
American  poet."  George  W.  Cable.  "The  best  poet 
for  children."     Superintendent  Howland  of  Chicago. 

Lovers  of  Gudrun,  The.  Morris.    Roberts  Brothers.    $1.00. 

Loves  of  the  Poets.  Jameson.  Houghton,  Mifflin  &  Co. 
$1.25. 

Lowell,  James  Russell.  Poems.  Household  Edition. 
Houghton,  Mifflin  &  Co.  $1.50.  Vision  of  Sir  Launfal. 
25  cents,  cloth.  15  cents,  paper.  Next  to  Longfellow, 
Lowell  is,  without  doubt,  the  best,  or  almost  the  best,  poet 
for  children.  Sir  Launfal,  The  Commemoration  Ode, 
Prometheus,  The  Growth  of  the  Legend,  and  the  Sonnets, 
for  eighth  grade  are  most  charming  studies.  Rhoeeus, 
The  Singing  Leaves,  The  Shepherd  of  King  Admetus, 
Ode  to  William  Lloyd  Garrison,  for  seventh  grade.  Even 
in  fifth  and  sixth  grades,  an  Englewood  teacher  has  used 
some  of  these  studies  so  as  to  develop  the  most  gratify- 
ing results. 

Lucian's  Dialogues.  John  B.  Alden.  15  cents.  The 
Sale  of  the  Philosophers  by  the  gods  is  as  amusing  as  it 
is  interesting,  and  gives  a  vivid  picture  of  the  decay  of 
the  Greek  religion.  Eighth,  seventh,  and  even  sixth  and 
fifth  grade  children  enjoy  this  bit  of  humor. 


LIST  OF  HOOKS.  133 

Luther,  Martin.     Bunscn.     Hougliton,  Mifflin  &  Co.     GO 

cents. 
Luther's  Boyhood.    Maybew.     Harper  &  Brothers.     .91.25 
Luther's  Tabletalk.     Macaulay.     John  B.  Alden.    8  cents. 

Mabel    Martin.     Whitticr.      Houghton,     Mifflin     &     Co. 

(Riverside  Literature  Series.)    15  cents.    A  fourth  gratle 

study. 
Madam  How  and  Lady    Why.     Kingsley.     Macniillan   & 

Co.    Sl.OO. 
Mahomet  and  his  Successors.     Irving.     G.  P.  Putnam.     2 

vols.     81.00  each. 
Maine  Woods.    Thoreau.     Houghton,  Mifflin  &  Co.     81.50. 
Makers  of   Florence,  Tlie.     Mrs.  Oliphant.     Macmillan  & 

Co.     83.00.      Recommended   by   Miss    Rice,    of    Cook 

County,  111.,  Normal  School. 
Man's  Place  in  Nature.    Huxley.    D.  Appleton  &  Co.  81.25. 
Manual   Training.     Charles    Ham.     Harper    &    Brothers. 

81.50.     A  book  for  teachers. 
Marble  Faun,  The.    Hawthorne.    Houghton,  Mifflin  &  Co. 

82.00.     A  book  no  young  person  can  well  afford  to  leave 

unread. 
Marco  Polo.     Towle's  ed.     Lee  &  Shepard.     60  cents. 
Marlowe,  Christopher.     (Complete  Works.)     Ed.  by  Dycc.  ' 

George  Routledge  &  Sons.     83.50. 
Marlowe's  Faustus  and  Goethe's  Faust.    Morley's  Universal 

Library.     40  cents. 
Marshes  of  Glynn.     Lanier's  Poems.     Charles   Scribncr's 

Sons.    82.50. 

"  Oh,  like  to  the  greatness  of  God  is  the  greatness  within 
The  range  of  the  marshes,  the  liberal  marshes  of  Glynn." 

Mary  Queen  of  Scots.     Strickland.     Bohn's  Libraries.     2 

vols.     83.00. 
Masque  of  Pandora,  The.     Longfellow.     Houghton,  Mifflin 

&  Co.     (Kiversido  Literature  Scries.)     1.")  cents.     A  fine 


134  LITERARY  LANDMARKS. 

study  for  seventh  and  eighth  grades.    Compare  with  IIc- 

siod's  Story  of  Pandora.     Usahie  in  myth-making  age. 
Meditations  of  Marcus  Aurelius  Antoninus.     Long's  trans. 

Bohn's  Libraries.     $1.40.     "There   is  nothing   grander 

in  ethics  in  all  the  literature  of   the  world."     Cliarles 

Ham.     Usable   in  sixth,    seventh,  and  eighth  grades  as 

moral  problems  for  discussion. 
Middle    Kingdom,    The.      Williams.      Charles   Scribner's 

Sons.     !^9.00.    A  favorite  book  with  Cook  County  Train- 
ing Class  in  the  study  of  China. 
Mill   on  the  Floss.     George    Eliot.     Harper   &  Brothers. 

75  cents. 
Mind  and  Art  of  Shakespeare,  The.     Dowden.     Haqier  & 

Brothers.     $1.75.      Should  be.  in  every  school  library. 
Modern  Classics.    Collection  of  best  selections  from  modern 

literature.  Houghton,  Mifflin  &  Co.  34  vols.  40  cts.  each. 
Modern   Painters,   Selections   from.     Ruskiu.     Effingham 

Maynard  &  Co.     10  cents. 
Moli^re.     Bohn's  Libraries.     3  vols.     $3.00. 
Moore.    (See  British  Poets.)    Selections  from  Lalla  Rookh. 

Effingham  Maynard  &  Co.     10  cents. 
Mosses   from    an    Old    Manse.      Hawthorne.      Houghton, 

Mifflin   &  Co.     $2.00.     Usable  in  any  grammar  grade. 
-    See  Riverside  Literature  Series  No.  69. 
Mother  Goose.     (Indestructible  edition.)     J.  B.  Lippincott 

Co.     60  cents. 
Mozart,  Life  of.     Holmes.     Harper  &  Brothers.     $1.00. 
Music  and  Morals.    Haweis.     HarpcF  &  Brothers.    $1.75. 
Music   and    the    Musicians.     Lucy   C.    Lillie.     Harper  & 

Brothers.     $1.00.     Usable  in  fifth  and  sixth  grades. 
My  Study  Windows.     Lowell.     Houghton,  Mifflin   &  Co. 

$2.00. 
My  Summer  in  a  Garden.     Warner.     Houghton,  Mifflin  & 

Co.     $1.00.     A  very  entertaining  book  for  seventh  and 

eighth  grades. 
Mythology.    Age  of  Fable,  Bulfinch's.     E.  E.  Hale.     Lee 

&  Shepard.     $2.50. 


LIST  OF  BOOKS.  135 

Mythology,  Manual  of.     Cox.    Henry  Holt  &  Co.    75  cents. 

Mythology,  Manual  of.  Murray.  Charles  Scribuer's  Sons. 
81.75. 

l^yths  and  Myth-makers.  Jolm  Fiske.  Houghton,  Mif- 
flin &  Co.  82.00.  A  most  suggestive  work  in  the  teach- 
ing of  the  myth-making  age. 

Napoleon  and  his  Marshals.  Headley.  Charles  Scribuer's 
Sons.     82.50. 

Nathan  the  Wise.     Lessing.     (Sec  Bohn's  Libraries.) 

Natural  History.  Wood.  Harper  &  Brothers.  75  cents- 
Natural  History  and  Antiquities  of  Selborne.  White. 
Macmillan  &  Co.     81.75. 

New  Year's  Bargain,  The.  Susan  Coolidge.  Roberts 
Brothers.  81.25.  Recommended  by  State  Superin- 
tendent Thayer  of  Wisconsin. 

Nicholas  Nickleby.  Dickens.  Houghton,  Miftlin  &  Co. 
83.00.     Thomas  Y.  Crowell  &  Co.     81.00. 

Niebelungen  Lied.  Burt.  J^ffiugham  Mayuard  &  Co. 
50  cents. 

Nimrod  Series.  Knox.  Harper  &  Brothers.  2  vols. 
82.50  each. 

Nineteenth  Century,  Tlie.  Mackenzie.  Harper  &  Broth- 
ers.    20  cents. 

Ninety-Three.     Hugo.     Harper  &  Brothers.     25  cents. 

Noted  Names  of  Fiction,  A  Dictionary  of.  Wheeler. 
Hougliton,   Mifflin  &  Co.     82.00. 

Notes  for  Boys  and  their  Fathers.  By  an  Old  Boy.  A. 
C.  McClurg  &  Co.     75  cents. 

Niirnberg  Stove.  De  La  Ram^.  J.  B.  Lippincott  Co. 
81.00.     (See  Bimbi.) 

Ode  to  Proserpine.     (See  Swinburne.)    A  great  poem  both 

in  thought  and  style. 
On   the   Tlircsh()l(|.      Munger.       Hougliton,  Mifflin   &   Ca 

81.00.      lliglily  recomiiK'iKii'd  Ity  many  tfacluTS. 
Optics.     (See  Library  of  Wonders.) 


136  LITERARY  LANDMARKS. 

Oregon  Trail.     Parkman.     Little,  Brown  &  Co.     ^1.50. 
Outlines   of  the    World's   History.     Swinton.     American 

Book  Co.     !$1.44. 
Outre-Mer.      Longfellow.     Houghton,  Mifflin    &   Co.     40 

cents. 
Ovid.     (See  Bohn's  Libraries.) 

Painting  for  Beginners  and  Students.  Clara  Erskine  Clem- 
ent.    Frederick  A.  Stokes  &  Brother.     82.00. 

Palmetto  Leaves.  Mrs.  Stowe.  Houghton,  Mifflin  &  Co. 
$1.50. 

Parent's  Assistant.  Edge  worth.  George  Routledge  &  Sons. 
81.25.  A  letter  from  Susan  Coolidge  says,  "  The  Par- 
ent's Assistant  is  still  and  deserves  to  be  a  standard 
work  ; "  while  a  note  from  William  Salter  speaks  of  a 
six-year-old  boy  whom  he  had  just  seen  taking  great 
satisfaction  in  the  book  read  to  him  by  his  mother.  It 
is  also  recommended  to  me  by  Charles  Dudley  Warner, 
Sarah  Orne  Jewett,  George  William  Curtis,  Mary  Mapes 
Dodge,  and  Frank  R.  Stockton. 

Paul  and  Virginia.  St.  Pierre.  Houghton,  Mifflin  &  Co. 
Cloth,  81.00.  (In  Modern  Classics  No.  8.)  40  cents. 
John  B.  Alden.  Paper,  7  cents.  A  book  that  should  be 
in  every  school  library. 

Paul  Revere's  Ride.  Longfellow.  Houghton,  Mifflin  & 
Co.  (Riverside  Literature  Series.)  15  cents.  A  study 
for  any  and  every  grade. 

Pepacton.  John  Burroughs.  Houghton,  Mifflin  &  Co. 
81.25.  A  twelve-year-old  boy  said  to  me,  "Mother  and 
I  sat  up  till  we  had  read  Pepacton  all  through.  We 
would  not  go  to  bed  till  we  had  finished  it." 

Pepys's  Diary.  Bohn's  Libraries.  4  vols.  86.00.  An 
amusing  curiosity. 

Percy's  Reliques.  Bohn's  Libraries.  2  vols.  82.00.  Rec- 
ommended by  Mrs.  Mary  Mapes  Dodge. 

Peter  the  Great.     Motley.     Harper  &  Brothers.    25  cents. 


LIST  OF  BOOKS.  137 

Peter  the  Great.  Schuyler.  Charles  Scrihner's  Sons.  2 
vols.     S6.00. 

Peter  the  Great.  Houghton,  Mifflin  &  Co.  (Biographical 
Seiies.)    2  vols.     81.20. 

Philoctetes.  (See  Sophocles.)  A  thrilling  study  for  sev- 
enth and  eighth  grades.  Compare  \v\t\\  Enoch  Arden. 
Use  Lessing's  Laocodn  for  collateral  reading. 

Philoctetes.  Clarendon  Press  Edition.  Macmillan  &  Co. 
50  cents. 

Philology.  Vol.  4  of  Chips  from  a  German  Workshop. 
Miiller.  Charles  Scribner's  Sons.  82.00.  A  book  for 
teachers. 

Physiology  for  Boys.  Mrs.  Shepherd,  Fowler  &  Wells 
Co.     S2.00. 

Physiology  for  Girls.  Mrs.  Shepherd.  Fowler  &  Wells 
Co.     81.00. 

Picciola.  Saintine.  Houghton,  Mifflin  &  Co.  81.00.  A 
beautiful  study,  and  one  that  children  delight  in.  A  let- 
ter from  Mary  Mapes  Dodge  shows  it  to  have  been  one 
of  her  favorite  books. 

Pickwick  Papers.  Dickens.  Houghton,  Mifflin  &  Co. 
$3.00.  A  note  from  Am^lie  Rives  says,  "  I  read  all  of 
Scott's  novels  between  eight  and  ten,  and  used  to  weep 
over  Thaddeus  of  Warsaw  and  shout  over  The  Pick- 
wick Papers  at  the  same  age."  It  is  probable  that  any 
child  at  that  age  would  revel  in  its  rich  humor. 

Picturesque  Egypt.     Ebers.     Cassell  &  Co.     825.00. 

Piece  of  Possible  History,  A.  E.  E.  Hale.  Roberts 
Brothers.  81.50.  (From  The  Man  Without  a  Country 
and  other  Stories.)  A  good  eighth  grade  study  in  connec- 
tion with  the  Iliad. 

Pied  Piper  of  Hamelin,  The.  Browning.  Honghton,  Mif- 
flin &  Co.  (Riverside  Literature  Series.)  15  cents. 
A  story  used  by  our  practice  teachers  in  connection  with 
a  "  science  "  study  of  rodents  in  primary  grades.  Usable 
in  fiftli  grade  as  a  reading  lesson. 


138  LITERARY  LANDMARKS. 

Pilgrim's.  Progress.  Bunyaii.  Houghton,  Mifflin  &  Co. 
(Riverside  Literature  Series.)  30  cents  ;  linen,  40  cents. 
(Riverside  School  Library.)  50  cents.  A.  C.  McClurg 
&  Co.  $1.00.  A  fine  fourth  and  fifth  grade  study. 
"The  ever  sweet  and  blessed  Pilgrim's  Progress  !  How 
that  book  built  me  ! "  George  W.  Cable.  Among  the 
many  who  recommend  this  book  for  my  list  are  Mrs. 
Abby  Sage  Richardson  (who  read  it  at  the  age  of  six)> 
James  Baldwin,  George  William  Curtis,  Prof.  Elias  Col- 
bert, and  Melville  B.  Anderson.  Some  years  ago  a 
young  lad  brought  a  handsomely  illustrated  copy  to  school 
and  passed  it  ai'ound  among  the  children,  and  they  read 
it  on  the  sly,  much  to  my  satisfaction.  It  did  more 
toward  brightening  up  their  reasoning  abilities  than  all 
of  their  text-books. 

Plautus  and  Terence.  John  B.  Alden.  10  cents.  Con- 
necting links  between  the  Greek  and  Roman  periods. 

Play-Days.     Jewett.     Houghton,  Mifflin  &  Co.     S1.50. 

Plutarch's  Lives  of  the  Ancients  for  Boys  and  Girls.  White. 
G.  P.  Putnam's  Sons.     $2.50.     Ginn  &  Co.     40  cents. 

Poe,  Edgar  Allan.  (Life  and  Poems.)  A.  C.  Armstrong 
&  Co.  $1.50.  Houghton,  Mifflin  &  Co.  (Tales  and 
Poems.)     (Riverside  Literature  Series.)     40  cents. 

Poetry  for  Children.  Eliot.  Houghton,  Mifflin  &  Co. 
80  cents.  The  best  small  collection  of  poems  for  chil- 
dren that  I  have  found. 

Poor  Boys  who  became  Famous.  Sarah  K.  Bolton.  Thomas 
Y.  Crowell  &  Co.     $1.50. 

Poor  Richard's  Almanac.  Franklin.  Houghton,  Mifflin  & 
Co.     (Riverside  Literature  Series.)     15  cents. 

Popular  Tales,  Six.  Lodge.  Houghton,  Mifflin  &  Co. 
2  series,  16  cents  each.  Very  good  classic  reading  for 
the  lowest  primary  grades. 

Primer  of  Homer.  Gladstone.  D.  Appleton  &  Co.  45 
cents. 

Prince  and  the  Pauper,  The.  Clemens.  Charles  L.  Web- 
ster &  Co.     $3.00.     Cheap  edition.     $1.00. 


LIST  OF  BOOKS.  139 

The  most  amusing  juvenile  book  I  have  ever  seen.,  Ed- 
mund Clarence  Stedman  puts  it  down  as  one  of  his  four 
favorite  juveniles.     Simple  enough  for  fourth  grade. 

Prince  of  the  House  of  David,  The.  Ingraham.  Roberts 
Brothers.     81.50.     A  study  in  the  age  of  Christ. 

Prisoner  of  Chillon.  Byron.  Effingham  Mayuard  &  Co. 
10  cents.     For  sixth,  seventh,  and  eighth  grades. 

Prometheus.  (See  .^schylus.)  The  Prometheus  of 
Lowell.  Shelley's  Prometheus  Unbound.  Longfellow's 
lyric  of  Prometheus.  Goethe's  lyric.  This  is  a  most 
stirring  series  of  lessons  on  one  subject. 

Prue  and  I.  Curtis.  Harper  &  Brothers.  SI. 25.  I 
quite  agree  with  the  child  who  "  would  rather  have  writ- 
ten this  story  than  to  have  been  the  Queen  of  England." 

Queer  Little  People.  H.  B.  Stowe.  Houghton,  Mifflin  & 
Co.     .$1.25.     Animal  stories,  very  simple  and  readable. 

Queens  of  Song.  Ellen  Clayton.  Harper  &  Brothers. 
.$3.00. 

Quentin  Durward.  Scott.  Houghton,  MifElin  &  Co.  $1.00. 
A  study  of  the  times  of  Louis  XI.  and  Charles  the  Bold. 

Rab  and  his  Friends.  Brown.  Houghton,  Mifflin  &  Co. 
25  cents. 

Rainbows  for  Children.  Lydia  Maria  Child.  Jos.  Miller, 
New  York.  $1.25.  A  favorite  book  with  kindergar- 
teners. 

Rasselas.  Johnson.  Ginn  &  Co.  Cloth,  30  cents.  John 
B.  Alden.     7  cents. 

Renaissance  in  Italy.  J.  Addington  Symonds.  Henry  Holt 
&  Co.     5  vols.     $10.00. 

Reveries  of  a  Bachelor.  Ik  Marvel.  Charles  Scribner's 
Sons.     $1.25. 

Reynard  the  Fox.  Douglas's  trans.  Macmillan  &  Co. 
$2.00. 

Rienzi.  Bulwer.  Harper  &  Brothers.  40  cents.  A  four- 
teenth century  study. 


140  LITERARY  LANDMARKS. 

Rip   Van    Winkle.      Irving.      Houghton,   Mifflin    &   Co. 

(Riverside  Literature  Series.)    15  cents.   Fifth  and  sixth 

grades. 
Riverside  Aldine  Series.    Houghton,  Mifflin  &  Co.    Choice 

Books  of  American  Literature.     Each,  16mo,  §1.00. 

1.  Marjorie  Daw,  and  Other  Stories.    By  Thomas  Bailey 
Aldrich. 

2.  My  Summer  in  a  Garden.   By  Charles  Dudley  Warner. 

3.  Fireside  Travels.     By  James  Russell  Lowell. 

4.  The  Luck  of  Roaring  Camp,  and  Other  Stories.     By 
Bret  Harte. 

5, 6.  Venetian  Life.    By  William  Dean  Howells.    2  vols. 

7.  Wake-Robin.     By  John  Burroughs. 

8,  9.  The  Biglow  Papers.     First  and  Second  Series.     By 
James  Russell  Lowell.     2  vols. 

10.  Backlog  Studies.     By  Charles  Dudley  Warner. 

11,  12.  Walden.     By  Henry  D.  Thoreau.     2  vols. 

13.  The  Gray  Champion,  and  Other   Stories.     By  Na- 
thaniel Hawthorne. 

14.  Tales  of  New  England.     By  Sarah  Orne  Jewett. 
Riverside    Classics.      Houghton,  Mifflin   &   Co.      Cabinet 

Edition  of  Favorite  Works.     Each^  uniform,  .31.00. 
The  Vicar  of  Wakefield.     By  Oliver  Goldsmith. 
Picciola.     By  J.  X.  B.  Saintine. 
Paradise  Lost.      By  John   Milton.     With  Explanatory 

Notes. 
Lalla  Rookh.     By  Thomas  Moore.     With  Notes. 
Paul  and  Virginia.     By  J.  H.  Bernardin  de  St.  Pierre. 
The  Lady  of  the  Lake.     By  Sir  Walter  Scott. 
The  Clockmaker  ;  or.  The  Sayings  and  Doings  of  Samuel 

Slick.     By  Thomas  Chandler  Haliburton. 
Undine,  and  Other  Tales.    By  Baron  De  la  Motte  Fouqud. 
Rab  and  his  Friends.     By  Dr.  John  Brown. 
Riverside  Literature  Series.    Published  periodically.    Each 

single  number,  paper,  15  cents. 
1.  Longfellow's  Evangeline.     With  Biographical  Sketch, 

Historical  Sketch,  and  Notes.  Portrait  and  Illustrations. 


Ll:ST  OF  BOOKS.  141 

2.  Longfellow's  Courtship  of  Miles  Standish  ;  Elizabetb. 
With  Notes. 

3.  Longfellow's  Courtship  of  Miles  Standish.  With 
Costume  Illustrations.  Dramatized  for  private  the- 
atricals in  schools  and  families. 

4.  Whittier's  Snow-Bound,  Among  the  Hills,  Songs  of 
Labor,  and  Other  Poems.  With  Portrait,  Biographi- 
cal Sketch,  and  Notes. 

5.  Whittier's  Mabel  Martin,  Cobbler  Keezar,  Maud  Mul- 
ler,  and  Other  Poems.     With  Notes. 

6.  Holmes's  Grandmother's  Story,  and  Other  Poems. 
With  Portrait,  Biographical  Sketch,  and  Notes. 

7, 8, 9.  Hawthorne's  True  Stories  from  New  England  His- 
tory :  Grandfather's  Chair.  In  three  parts,  with  Ques- 
tions at  the  end  of  each  part.  Part  I.  1G20-1G92  ;  Part 
II.  1692-1763  ;  Part  III.  1763-1803.  The  three  parts 
bound  together  in  linen,  50  cents.     Illustrated. 

10.  Hawthorne's  Biographical  Stories.  Sir  Isaac  Newton, 
Samuel  Johnson,  Oliver  Cromwell,  Benjamin  Frank- 
lin, Queen  Christina.  Witli  a  Biographical  Sketch  and 
Questions.    29  and  10  bound  together  in  linen,  40  cents. 

11.  Longfellow's  Children's  Hour,  Tlie  Windmill,  The 
Three  Kings,  and  Other  Poems.  With  Biographical 
Sketch  and  Notes. 

12.  Studies  in  Longfellow,  Whittier,  Holmes,  and  Low- 
ell.    With  Questions  and  References. 

13.  14.  Longfellow's  The  Song  of  Hiawatha.  With  Il- 
lustrations, Notes,  and  a  Vocabulary.  In  two  parts. 
The  two  parts  bound  together  in  linen,  40  cents. 

15.  Lowell's  Under  the  Old  Elm,  and  Other  Poems. 
With  a  Biographical  Sketch  and  Notes. 

16.  Bayard  Taylor's  Lars  ;  a  Pastoral  of  Norway, 
and  Other  Poems.  With  a  Biographical  Sketch  and 
Notes. 

17.  18.  Hawthorne's  Wonder-Book.  In  two  parts.  Part 
I.  The  Gorgon's  Head  ;  The  Golden  Touch  ;  The  Para- 
dise of  Children.    Part  II.  The  Three  Golden  Apples  ; 


142  LITERARY  LANDMARKS. 

The  Miraculous  Pitcher  ;  The  Chimera.     Illustrated. 
The  two  parts  bound  together  in  linen,  40  cents. 
19,  20.  Benjamin  Franklin's  Autobiography.  With  Notes 
and  a   chapter   completing   the   Life.     In  two  parts. 
The  two  parts  bound  together  in  linen,  40  cents. 

21.  Benjamin  Franklin's  Poor  Richard's  Almanac,  and 
Other  Papers.     With  an  Introduction  and  Notes. 

22,  23.  Hawthorne's  Tanglewood  Tales.  A  second  Won- 
der-Book. In  two  parts.  Part  I.  The  Wayside  ;  The 
Minotaur  ;  The  Pygmies  ;  The  Dragon's  Teeth.  Part 
II.  Circe's  Palace  ;  The  Pomegranate  Seeds  ;  The 
Golden  Fleece.  Illustrated.  The  two  parts  bound 
together  in  linen,  40  cents. 

24.  George  Washington's  Rules  of  Conduct,  Diary  of  Ad- 
venture, Letters,  and  Farewell  Addresses.  With  Por- 
trait, Introductions,  and  Notes. 

25,  26.  Longfellow's  Golden  Legend.  With  Notes  by  S. 
A.  Bent.  In  two  parts.  The  two  parts  bound  together 
in  linen,  40  cents. 

27.  Thoreau's  Succession  of  Forest  Trees,  etc.  With  a 
Biographical  Sketch  by  R.  W.  Emerson. 

28.  John  Burroughs's  Birds  and  Bees. 

29.  Hawthorne's  Little  Daffydowndilly,  and  Other 
Stories. 

30.  Lowell's  Vision  of  Sir  Launfal,  and  Other  Poems. 
With  a  Biographical  Sketch,  Introduction,  Notes;  a 
Portrait  and  Illustrations.     Also  linen,  25  cents. 

31.  Holmes's  My  Hunt  after  the  Captain,  and  Other  Pa- 
pers. 

32.  Abraham  Lincoln's  Gettysburg  Speech,  and  Other 
Papers.     With  a  Portrait. 

33.  34,  35.  Longfellow's  Tales  of  a  Wayside  Inn.  In 
three  parts.  The  three  parts  also  in  one  volume,  linen, 
50  cents. 

36.  John  Burroughs's  Sharp  Eyes,  and  Other  Papers. 

37.  Charles  Dudley  Warner's  A-Huutiug  of  the  Deer, 
and  Other  Papers. 


LIST  OF   BOOKS.  143 

38.  Longfellow's  The  Building  of  the  Ship  ;  The  Masque 
of  Pandora  ;  and  Otlier  Poems.     With  Notes. 

39.  Lowell's  Books  and  Libraries,  and  Other  Papers. 

40.  Hawthorne's  Tales  of  the  White  Hills  and  Sketches. 

41.  Whittier's  Tent  Qp  the  Beach.  With  an  Introduction 
and  Notes. 

42.  Emerson's  The  Fortune  of  the  Republic  and  other 
American  Addresses.     Witli  an  Introduction. 

Extra  Numbers.  A.  American  Authors  and  their  Birth- 
days. Programmes  and  Suggestions  for  the  Celebration 
of  the  Birthdays  of  Authors.  With  a  Record  of  Four 
Years'  Work  in  the  Study  of  American  Authors.  By 
Alfred  S.  Roe,  formerly  Principal  of  the  High  School, 
Worcester,  Mass. 

B.  Portraits  and  Biographical  Sketches  of  Twenty 
American  Authors. 

C.  A  Longfellow  Night.  For  the  use  of  Catholic  Schools 
and  Societies.     By  Katherine  A.  O'Keeffe. 

D.  Literature  in  School  ;  The  Place  of  Literature  in  Com- 
mon School  Education  ;  Nursery  Classics  in  School  ; 
American  Classics  in  School.     By  Horace  E.  Scudder. 

E.  Harriet  Beecher  Stowe.  Dialogues  and  Scenes  from 
Mrs.  Stowe's  writings.  Arranged  by  Emily  Weaver. 
(^For  the  later  numbers  see  page  154.) 

Roast  Pig  (Essay  on).  Charles  Lamb.  Houghton,  Mif- 
flin &  Co.  (In  Modern  Classics  No.  21)  40  cents;  and 
(in  Riverside  Literature  Series  No.  79)  15  cents.  A 
study  for  fifth,  six,  and  seventh  grades. 

Robin  Hood's  Merry  Adventures.  Pyle.  Charles  Scrib- 
ner's  Sons.     $3.00.     Recommended  by  John  Burroughs. 

Robinson  Crusoe.  Defoe.  Houghton,  Mifflin  &  Co.  (Riv- 
erside Literature  Series.)  50  cents  ;  linen,  60  cents. 
(Riverside  School  Library.)  00  cents.  Ginn  &  Co. 
35  cents.  Recommended  by  (i.  W.  Cable,  Geo.  Wm. 
Curtis,  Frank  R.  Stockton,  Julian  Ilawtliorne,  Louisa 
Alcott,  Melville  B.  Anderson,  Mary  Mapcs  Dodge,  and 
writers  and  teachers  generally. 


144  LITERARY  LANDMARKS. 

Roman  Life  in  the  Days  of  Cicero.  Church.  Dodd,  Mead 
&Co.     $1.00. 

Romola.  George  Eliot.  Harper  &  Brothers.  50  cents. 
A  study  of  the  fifteenth  century. 

Rosebud.  From  Harvard  Sophojpore  Stories.  Roberts 
Brothers.  $1.50.  For  Kindergarten  use.  Recommended 
by  Miss  Bardwell,  principal  of  a  kindergarten  school  in 
Philadelphia. 

Rubaiyat  of  Omar  Khayyam.  Fitzgerald.  Houghton,  Mif- 
flin &  Co.     $1.00. 

Ruskin.  (Complete  Works.)  John  Wiley  &  Sons.  18 
vols.     $28.50. 

Ruskin's  Works.     Lovell.     Cheap  pamphlets. 

Sacred  and  Legendary  Art.     Mrs.   Jameson.     Houghton, 

Mifflin  &  Co.      2  vols.     $2.50. 
Samson  Agonistes.     Milton.     MacmUlan  &  Co.     25  cents. 
Sandford  and  Merton.  Day.  Houghton,  Mifflin  &  Co.  $1.00. 

One  of  the  best  of  children's  books.     Suitable  for  third, 

fourth,  and  fifth  grade  libraries. 
Saxe,  John  G.     Poems.     Houghton,  Mifflin  &  Co.     $1.50. 

In  the  study  of  the  myth-making  age  Saxe's  poems  add 

interesting  features. 
Schiller's  Works.     Bolm's  Libraries.     7  vols.     $6.00. 
Schonburg  Cotta  Family.     Mrs.  Charles.     Dodd,  Mead  & 

Co.     $1.00.     (Luther's  life.) 
Science   of    English   Verse.     Lanier.     Charles    Seribner's 

Sons.     $2.00. 
Scott,  Sir  Walter.     (Complete.)     Houghton,  Mifflin  &  Co. 

Novels.     25  vols.     $25.00.     Poems,  Cabinet  Ed.,  $1.00. 

With   Notes   and   Commentaries,  by  W.  J.  Rolfe.     350 

illustrations.     $3.00. 
Scottish  Chiefs.     Jane  Porter.     Lovell  Library.     40  cents. 

A  fourteenth  century  study. 
Seribner's  Magazine.     Charles  Seribner's  Sons.     $3.00  per 

year     Valuable  in  school  studies. 


LIST  OF  BOOKS.  145 

Sculpture  for  Beginners  and  Students.  Clara  Erskine  Clem- 
ent.    Frederick  A.  Stokes  &  Brother.     82.50. 

Sebastopol.  Tolstoi.  Millet's  trans.  Harper  &  Brothers. 
75  cents. 

Seed  Thoughts  from  Robert  Browning.  M.  E.  Burt. 
Charles  H.  Kerr  &  Co.     25  cents. 

Seekers  after  God.     Farrar.     Macniillan  &  Co.     Sl.OO. 

Semele,  or  the  Spirit  of  Beauty.  Mereweather.  Rivington. 
81.40. 

Seneca.     (See  Seekers  after  God.) 

Sesame  and  Lilies.  Ruskin.  John  B.  Alden.  8  cents,  pam- 
phlet. 

Seven  Little  Sisters.  Jane  Andrews.  Lee  &  Shepard.  50 
cents.     For  first  and  second  grades. 

Shadow  of  Dante.     Rosetti.     Roberts  Brothers.     81.50. 

Shakespeare's  Works.  Richard  Grant  White's  ed.  Hough- 
ton, Mifflin  &  Co.  6  vols.  810.00.  Rolfe's  Edition  for 
Schools.     Harper  &  Brothers.     40  vols.     56  cents  each. 

Sharp  Eyes.  John  Burroughs.  Houghton,  Mifflin  &  Co. 
(Riverside  Literature  Series.)  15  cents.  A  valuable 
study  for  seventh  grades. 

Shelley's  Works.     (See  British  Poets.) 

Short  History  of  the  English  People.  Green.  Harper  & 
Brothers.     81.20, 

Siberia.     Kennan.     Century  Magazine,  1888,  1889. 

Signs  and  Seasons.  John  Burroughs.  Houghton,  Mifflin 
&  Co.     S1.25. 

Silas  Marner.  George  Eliot.  Houghton,  MifQin  &  Co. 
(Riverside  Literature  Series.)  30  cgnts  ;  linen,  40 
cents.     (Riverside  School  Library.)     50  cents. 

Sintram  (and  Undine).  Fouqud.  Houghton,  Mifflin  & 
Co.     (In  Modern  Classics  No.  8.)      10  cents. 

Sir  John  Maude villc.  Travels  of.  Casscll  &  Company. 
25  cents. 

Sir  Philip  Sidney.  Complete  Poetical  Worlcs.  Charles 
Scribner's  Sons.     3  vols.     86.75. 


146  LITERARY  LANDMARKS. 

Sir  Roger  de  Coverley.  Addison.  Houghton,  Mifflin  & 
Co.     (Riverside  Literature  Series.)     40  cents. 

Sketches  of  Creation.  Winchell.  Harper  &  Brothers. 
S2.00.    Recommended  by  several  teachers  and  principals. 

Snow-Bound.  Whittier.  Houghton,  Mifflin  &  Co.  81.00. 
(Riverside  Literature  Series.)     15  cents. 

Snow-Image.  Hawthorne.  Houghton,  Mifflin  &  Co.  81.00. 
(Riverside  Literature  Series.)  15  cents.  A  study  for 
fourth  and  fifth  grades. 

Sophocles.  Plumptre's  trans.  George  Routledge  &  Sous. 
$1.50.  Antigone.  Potter's  trans.  Effingham  Maynard  & 
Co.     20  cents. 

Southey.  (See  British  Poets.)  Inchcape  Rock,  Bishop 
Hatto,  and  a  few  other  poems.    John  B.  Alden.    3  cents. 

Spencer,  Herbert.  Complete  Works.  D.  Appleton  &  Co. 
Cheap  pamphlets. 

Spy,  The.  (See  Cooper.)  A  novel  of  Revolutionary 
times.  Recommended  by  Miss  Rice,  Cook  County,  111., 
Normal  School. 

Spenser,  Edmund.  (See  British  Poets.)  Fairy  Queen. 
Effingham  Maynard  &  Co.     10  cents. 

Stories  and  Tales.  Andersen.  Houghton,  Mifflin  &  Co. 
81,00.  Ginn  &  Co.  40  cents.  John  Burroughs  says, 
"  Among  your  books  for  children  don't  fail  to  recom- 
mend Hans  Christian's  Fairy  Tales,  and  I  was  about 
to  say  don't  recommend  any  others  of  this  class.  This 
is  quite  enough.  It  will  make  any  child's  heart  beat 
with  delight,  and  it  is  so  wholesome,  sweet,  and  good." 
A  letter  from  an  eight-year-old  boy  says,  "  I  read  the 
Fairy  Tales  till  I  read  it  all  to  pieces."  These  "  Fairy 
Tales  "  are  in  two  vols.  For  vol.  2,  see  Wonder  Stories. 
See  Riverside  Literature  Series,  and  Riverside  School 
Library. 


LIST   OF  BOOKS.  147 

Stories  from  Chaucer.    Seymour.    Tbomiis  Nelson  &  Sons- 

$1.25.     Simple  enough  for  fourth  grade. 
Stories  from  the  Greek  Tragedians.     Church.    Dodd,  Mead 

&  Co.     81.50.     For  sixth  and  seventh  grades. 
Stories  from   Herodotus.     Church.     Dodd,    Mead    &   Co. 

81.50.     Fourth,  fifth,  and  sixth  grades. 
Stories   from    Homer.     Church.     Ginn    &   Co.     40  cents. 

For  fifth,  sixth,  and  seventh  grades. 
Stories  from  Homer.     Hanson.     Thomas  Nelson  &  Sons. 

31.00.     Simple  enough  for  third  and  fourth  grades. 
Stories  from  the  Italian  Artists.     Vasari.     Macmillan   & 

Co.     82.00.     For  sixth,  seventh,  and  eighth  grades. 
Stories  from  King  Arthur.     Hanson.     Thomas  Nelson  & 

Sons.     81.00.     For  fourth  and  fifth  grades. 
Stories  from  Livy.     Church.     Dodd,  Mead  &  Co.     81.00. 

Fourth,  fifth,  and  sixth  grades. 
Stories  from  Old  English  Poetry.     Abby  Sage  Richardson. 

Houghton,  MifHin  &  Co.     (Riverside  School  Library.) 

60  cents. 
Stories    from    Pliny.     White.     Charles    Scribner's    Sons. 

82.50.     For  very  young  children. 
Stories   from  Virgil.     Hanson.     Thomas    Nelson  &  Sons. 

81.00.     Simple  enough  for  fourth  grade. 
Stories  of  the  Gorilla  Country.     Du  Chaillu.     Harper   & 

Brothers.     81.50. 
Stories  of  the  Nations.     G.  P.  Putnam's    Sons.     30  vols. 

81.50  each.     For  school  libraries. 
Stories  of  the  Saints.     Eliza  Allan  Starr.     John  Murphy  & 

Co.     82.50. 
Stories  told  to  a  Child.     Jean  Ingelow.     Roberts  Broth- 
ers.    2  vols.    82.50.     Recommended  by  Charles  Dudley 

Warner. 
Story  of  the  iEneid.     Church.     Effingham  Maynard  &  Co. 

10  cents.     For  fifth,  sixth,  and  seventh  grades. 
Story  of  a  Bad  Boy.     Thomas  Bailey  Aldrich.     Houghton, 

MifHin   &  Co.     (Riverside  School  Library.)     70  cents. 

One  of  Mr.  Stedmau's  "  four  favorite  juveniles." 


148  LITERARY  LANDMARKS. 

Story  of  the  Iliad.  Cliurch.  Effiugliam,  Maynard  &  Co. 
10  cents.     For  fifth,  sixth,  and  seventh  grades.      §1.50. 

Story  of  Roland.    Baldwin.    Charles  Scribner's  Sons.  §2.00. 

Story  of  Siegfried.  Baldwin.  Charles  Scribner's  Sons. 
•Sl.SO.     Fifth,  sixth,  and  seventh  grades. 

Story  of  the  German  Iliad.  Burt.  Effingham  Maynard 
&  Co.     50  cents. 

Student's  Gibbon,  The.     Harper  &  Brothers.     81.25. 

Swinburne,  Poems  of.     Worthington  Company.     81.50. 

Swiss  Family  Robinson.  Wyss.  Ginn  &  Co.  40  cents. 
This  study  proved  very  interesting  to  a  fifth  grade  divi- 
sion. Recommended  by  George  William  Curtis,  Frank 
R.  Stockton,  and  J.  T.  Trowbridge. 

Tale  of  Two  Cities,  A.  Dickens.  Houghton,  Mifflin  &  Co. 
81.50. 

Tales  from  Shakespeare.  Lamb.  Houghton,  Mifflin  &  Co. 
81.00.  (Riverside  Literature  Series.)  50  cents.  (Riv- 
erside School  Library.)     GO  cents. 

Tales  of  Ancient  Greece.  Cox.  A.  C.  McClurg  &  Co.  81.25. 

Tales  of  a  Grandfather.     Scott.     Ginn  &  Co.     40  cents. 

Tales  of  a  Wayside  Iim.  Longfellow.  Houghton,  Mifflin 
&  Co.  (Riverside  Literature  Series.)  50  cents.  (Riv- 
erside School  Library.)     60  cents. 

Tales  out  of  School.  Stockton.  Charles  Scribner's  Sons. 
81.50. 

Talisman,  The.  Scott.  Houghton,  Mifflin  &  Co.  81.00. 
Ginn  &  Co.     50  cents.     (Third  crusade.) 

Talks  about  Law.    Dole.    Houghtou,  Mifflin  &  Co.    82.00. 

Talks  Afield.  Prof.  L.  H.  Bailey,  Jr.  Houghtou,  Mifflin 
&  Co.     81.00. 

Tauglewood  Tales.  Hawthorne.  Houghton,  !Mifflin  &  Co. 
(Riverside  Literature  Series.)  Linen,  40  cents.  (Riv- 
erside School  Library.)  70  cents.  Every  child,  young 
or  old,  should  have  Tanglewood  Tales  and  Wonder-Book. 

Recommended  by  Edmund  Clarence  Stedman,  Horace  E. 


LIST  OF  BOOKS.  149 

Scudder,  Edgar  Fawcett,  and  teachers  and  writers  ia 
general. 

Taylor,  Bayard.  Poetical  Works.  (Household  Edition.) 
Houghton,  Mifflin  &  Co.     SJ.oO. 

Ten  Boys  on  the  Road.  Andrews.  Lee  &  Shepard.  50 
cents.  Every  school  should  have  enough  copies  of  this 
book  to  supply  a  class.  In  fifth,  sixth,  and  seventh  grades 
it  is  indispensable. 

Tenants  of  an  Old  Farm.  McCook.  Fords,  Howard  & 
Hurlbert.     ai.50. 

Tennyson's  Poems.  Houghton,  Mifflin  &  Co.  61.50.  See 
Riverside  Literature  Series  and  Rolfe's  Students'  Series. 

Tent  on  the  Beach.  Whittier.  Houghton,  Mifflin  &  Co. 
(Riverside  Literature  Series.)     15  cents. 

Toilers  of  the  Sea.  Victor  Hugo.  Harper  &  Brothers. 
50  cents. 

Tom  Brown  at  Oxford.  Hughes.  Houghton,  Mifflin  & 
Co.     81.25. 

Tom  Brown  at  Rugby.  Hughes.  Houghton,  Mifflin  &  Co. 
(Riverside  Literature  Series.)  45  cents  ;  linen,  50  cents. 
(Riverside  School  Library.)  GO  cents.  A  letter  from 
Mrs.  Lanier  says,  "  Hal  and  Sidney  adored  Tom  Brown 
both  at  Rugby  and  at  Oxford,  as  I  suppose  all  boys  do." 
Recommended  also  by  Mr.  Scudder  and  Louisa  Alcott. 

Twice-Told  Talcs.  Hawthorne.  Houghton,  ]\Iifflin  &  Co. 
(Riverside  Literature  Series.)    50  cents  ;  linen,  GO  cents. 

Two  Years  Before  the  Mast.  Dana.  Houghton,  Miftlin  & 
Co.  (Riverside  Literature  Series.)  50  cents  ;  linen,  GO 
cents.  (Riverside  School  Library.)  70  cents.  A  letter 
from  John  Burroughs  says,  "  Last  winter  I  read  to  my 
boy  (aged  eight)  The  Story  of  Carthage  in  Putnam's 
Series  of  the  Stories  of  the  Nations,  and  could  never  tire 
him  with  it.  Dana's  Two  Years  Before  the  Mast  worked 
in  admirably  with  it."  Two  Years  Before  the  Mast  is 
recommended  by  fJeorge  William  Curtis,  Sarah  Orne 
Jcwett,  and  other  careful  readers  as  an  excellent  book 
for  children. 


150  LITERARY  LANDMARKS. 

Two  Years  in  a  Jungle.  Hornaday.  Charles  Scribner's 
Sons.  .S3.00.  "  A  bright,  frank,  honest  book."  John 
Burroughs. 

Uarda.     Ebers.     D.  Appleton  &  Co.     2  vols.     $1.50.     A 

novel  of  Egyptian  life. 
Uncle  Tom's  Cabin.     H.  B.  Stowe.     Houghton,  Mifflin  & 

Co.      (Riverside  Literature  Series.)      50  cents  ;   linen, 

60  cents.     (Riverside  School  Library.)     70  cents. 
Undine.    (In  Modem  Classics  No.  8.)    Fouqud.    Houghton, 

Mifflin  &  Co.    40  cents. 
Unending  Genesis,  The.   Simmons.    Charles  H.  Kerr  &  Co. 

50  cents. 

Valerius.     Lockhart.     Roman  life  in  the  first  century. 

Veiled  Statue  of  Truth.    Schiller.     (See  Bohn's  Libraries.) 

Venetian  Life.     Howells.   Houghton,  Mifdin  &  Co.    81.50. 

Vicar  of  Wakefield.  Goldsmith.  Houghton,  Mifflin  &  Co. 
(Riverside  Literature  Series.)  30  cents  ;  linen,  40  cents. 
(Riverside  School  Library.)     50  cents. 

Victorian  Poets.  Stedman.  Houghton,  Mifflin  &  Co. 
$2.25.     Should  be  in  every  school  library. 

Virgil's  iEneid.  Rowland.  D.  Appleton  &  Co.  2  vols. 
50  cents  each. 

Vision  of  Sir  Launfal,  The.  Lowell.  Houghton,  Mifflin  & 
Co.  (In  Modern  Classics  No.  5.)  40  cents.  (Riverside 
Literature  Series.)  15  cents.  Perhaps  the  finest  Amer- 
ican poem.  A  good  seventh  grade  study  in  connection 
with  Temiyson's  Sir  Galahad. 

Von  Humboldt.  Travels  in  America.  Bohn's  Libraries. 
3  vols.     $4.50. 

Wake-Robin.  John  Burroughs.  Houghtou,  Mifflin  &  Co- 
$1.00.  A  letter  from  Mrs.  Lanier  says,  "  My  oldest  boy 
wrote  me  of  Wake-Robin  with  a  passionate  love  when 
he  was  about  fifteen."  I  have  known  many  children 
even  younger  to  appreciate  the  fine  humor  of  the  book. 


LIST  OF  BOOKS.  151 

Washington   and  his   Country.      Washington    Irving   and 

John  Fiske.     Ginn  &  Co.     75  cents. 
Water  Babies.     Kingsley.     Ginn  &  Co.     35  cents.    Third, 

fourth,  and  fifth  grades. 
Westward   Ho.      Kingsley.     Macmillan    &    Co.      SI. 00. 

English  wars  with  Spain. 
Wliat   Katy    Did.      Susan    Coolidge.      Roberts   Brothers. 

$1.25.      Recommended  by    "  A   Little   Girl    among  the 

Old  Masters." 
What  Mr.  Darwin   Saw  in  his  Trip  Around  the  World  in 

the  Ship  Beagle.   Darwin.    Harper  &  Brothers.     83.00. 
What  Young  People   Should  Know.      Wilder.     Estos   & 

Lauriat.     $1.50. 
Wilhelm  Meister.     Goethe.      Carlyle's  trans.      Houghton, 

Mifflin  &  Co.     2  vols.     $3.00.     Lovell.     20  cents. 
William  the  Conqueror.      Abbott.      Harper  &  Brothers. 

$1.00. 
Wings  and   Fins.      Johonnot.      D.    Appleton  &   Co.     47 

cents.     A  letter  from  a  ten-year-old  says  that  this  book 

"  is  very  interesting  for  the  young.^^ 
Winners  in  Life's   Race.      Buckley.     D.  Appleton   &  Co. 

$1.50.     Recommended  by  Louisa  P.  Hopkins  of  Boston. 
Winter  on  the  Nile,  My.     Warner.     Houghton,  Mifflin  & 

Co.     $2.00. 
Winter  Sunshine.     John  Burroughs.     Houghton,  Mifflin  & 

Co.     $1.25. 
Wit    and   Wisdom    of    George    Eliot.      Cross.      Roberts 

Brothers.     $1.00. 
Woman  in  Music.     Upton.     A.  C.  McClurg  &  Co.     $1.00. 
Wonder-Book,    The.     Hawthorne.      Houghton,  Mifllin    & 

Co.      (Riverside    Literature  Scries.)      Linen,   40  cents. 

(Riverside  School  Library.)     70  cents. 
Wonder  Stories    Told    for    Children.     Andersen.     Hoiigli- 

ton,  Mifflin  &  Co.    $1.00.     (For  vol.  1,  see  Storie«  aud 

Talcs.) 
Wordsworth.    (Sec  Briti.sh  Poets.)    Excursion.    Effingham 

Maynard  &  Co.     10  cents. 


152  LITERARY  LANDMARKS. 

Yesterdays  with  Autliors.   J.  T.  Fields.    Houghton,  Mifflin 

&  Co.     $2.00.     A  book  that  should  be   in  every  school 

library. 
York  and  Lancaster  Rose,  A.    A.  and  E.  Keary.    Macmil- 

lan  &  Co.     $1.00.     Recommended  by  Susan  Coolidge. 
Young  Folks'    Pictures   and    Stories    of    Animals.      Mrs. 

Sanborn  Tenney.      Lee  &  Shepard.     6  parts.    30  cents 

each. 
Young  Llaneros,  The.    Kingston.    Thomas  Nelson  &  Sons. 

$1.00. 
Young  Mechanic.     Lukin.     G.  P.  Putnam's  Sons.     $1.75. 

Zenobia.     Ware.     John  B.  Alden.     20  cents. 


ADDITIONAL  LIST. 

An  Indiana  Man.  LeRoy  Armstrong.  F.  J.  Schulte  & 
Co.  Chicago.  $1.00.  A  temperance  story,  recom- 
mended by  Frances  Willard. 

American  Explorers,  Young  Folks'  Book  of.  Higginson. 
Lee  &  Shepard.     $1.20. 

American  Girl's  Handy  Book,  The.  Beard.  Charles  Scrib- 
ner's  Sons.     $2.00. 

A  Thousand  Miles  up  the  Nile.  Amelia  B.  Edwards. 
George  Routledge  &  Sons.     $2.50. 

Authors  at  Home.     Cassell  Publishing  Co.     $1.50. 

Birds'  Christmas  Carol,  The.  Kate  D.  Wiggin.  Houghton, 
Mifflin  &  Co.     50  cents. 

Black  Beauty.  Sewell.  American  Humane  Education 
Society.     20  cents. 

Boone,  Daniel.     Abbott.     Dodd,  Mead  &  Co.     $1.25. 

Brooks  and  Brook  Basins.     Frye.     Ginn  &  Co.     58  cents. 

Cameos  from  English  History.  Yonge.  7  vols.  MacmiU 
Ian  &  Co.     $1.25  per  vol. 


LIST  OF  BOOKS.  153 

Cat  of  Bubastes,  The.     O.  A.  Ilenty.     Charles  Scribiier's 

Sons.     .31.50. 
Cats.     Addison.     Effingliani  i\Iaynaid  &  Co.     10  cents. 
Child  Nature,  A  Study  of.     Elizabeth  Harrison.     Chicago 

Kindergarten  Training  School.     31.00. 
Children  of  the  Cold,  The.     Scluvatka.    Cassell  Publishing 

Co.     $1.25. 
Cicero's   Essay   on    Friendship.      Compiled   by   Mary    E. 

Vaughn.      Albert    Scott    &    Co.      Chicago.      25   cents. 

Combined  with  Bacon's  and  Emerson's  Essays  on  Friend- 
ship.    31.50. 
Civil  Government  in   the  United   States   considered  with 

some  Reference  to  its  Origins.   John  Fiske.     Houghton, 

Mifflin  &  Co.     31.00. 
Columbus.  (With  the  Admiral  of  the  Ocean  Sea.)  Mackic. 

A.  C.  McClurg  &  Co.     31.75. 
Death  of  Socrates.      See  the  Pha;do  of   Plato.     Roberts 

Brothers.     50  cents. 
Dickens's   Complete   Works.     Thomas   Y.  Crowell  &  Co. 

15  vols.     318.75. 
English   History  for  Schools.     Samuel  Rawson  Gardiner. 

Henry  Holt  &  Co.     80  cents. 
English  Men  of  Letters.     Morley.      39  vols.      Harper  & 

Brothers.     Each,  75  cents. 
Ethics   of   School   Life,   The.      Juniata   Stafford.      C.   H. 

Kerr  &  Co.     15  cents. 
Fables  and  Folk  Stories.     Scudder.     Houghton,  Mifflin  & 

Co.     (Riverside  Literature  Series.)     40  cents.     (River- 
side School  Library.)     50  cents. 
Fair  God,  The.    Wallace.    Houghton,  Mifflin  &  Co.   31.50. 
F^nelon,  Selections  from.     Roberts  Brothers.     50  cents. 
Greek  and  Roman  History.     Mary  Slicldon  Barnes.     D.  C 

Hcatli  &  Co.     31.00. 
lliiidii    Litoraturo.     Eli/al)etli    Reed.     S.C.Griggs  &  Co. 

32.00. 
Historic  Boys.    K.  S.  Brooks,    (i.  P.  Putnam's  Sons.   32.00. 


154  LITER ABY  LANDMARKS. 

Historic    (jirls.       E.   S.    Brooks,      (r.    P.    Putnam's    Sons. 

«2.00. 
History  of  a  Mouthful  of  Bread.     Jean  Mac^.     Harper  & 

Brothers.     $1.75. 
Iliad  of  the  East,  The.    The  Raniayana  of  India.    Richard- 
son.    Macmillan  &  Co.     Sl.oO. 
Kent  Hampden.     Rebecca  Harding  Davis.     Charles  Scrib- 

ner's  Sons.     $1.00. 
Little  Duke,  The.     Yonge.     Macmillan  &  Co.     .$1.25. 
Little  Voices.     George  Howland.     Effingham  Maynard  & 

Co.     50  cents. 
Modern  Vikings,  The.     Boyesen.     Charles  Scribner's  Sons. 

$1.50. 
Nature    Study.      W.  S.  Jackman.      Henry  Holt    &    Co. 

$1.20. 
Norse  Stories  Retold  from  the  Eddas.     Hamilton  Mabie. 

Roberts  Brothers.     $1.00. 
Our  Young  Folks'  Josephus.     W.  Shepard.     J.  B.  Lippin- 

cott  Co.     Boards.     $1.50. 
Peasant  and  the   Prince,  The.     Martineau.     Ginn   &   Co. 

35  cents. 
Pliny  for  Boys  and  Girls.     White.     G.  P.  Putnam's  Sons. 

$2.50. 
Plutarch  for  Boys  and  Girls.     White.      G.   P.   Putnam's 

Sons.     $2.50. 
Primary  Object  Lessons.     Calkins.      American  Book  Co. 

$1.00.     For  primary  teachers. 
Riverside  Literature  Series.     (Continued .     See  pages  140 
to  143.) 

43.  Ulysses  among  the  Phjeacians.    From  W.  C.  Bryant's 
Translation  of  Homer's  Odyssey. 

44.  Maria    Edgeworth's    Waste    Not,    Want    Not,    and 
Barring  Out. 

45.  Macaulay's  Lays  of  Ancient  Rome. 

46.  Old  Testament  Stories  in  Scripture  Language.    From 
the  Dispersion  at  Babel  to  the  Conquest  of  Canaan. 


LIST  OF  BOOKS.  155 

47,  48.  Fables  and  Folk  8tories.  Riverside  Secoud 
Reader.  Phrased  by  Horace  E.  Scudder.  lu  two 
parts.  The  two  parts  bound  together  iu  linen,  40 
cents. 

49,  50.  Hans  Andersen's  Stories.  Newly  Translated. 
Riverside  Second  Reader.  In  two  parts.  The  two 
parts  bound  together  in  linen,  40  cents. 

51,  52.  Washington  Irving  :  Essays  from  the  Sketch 
Book.  [51.]  Rip  Van  Winkle  and  Other  American 
Essays.  [52.]  The  Voyage  and  Other  English  Essays. 
In  two  parts.  The  two  parts  bound  together  in  linen, 
40  cents. 

53.  Scott's  Lady  of  the  Lake.  Edited  by  W.  J.  Rolfe. 
With  copious  notes  and  numerous  illustrations. 
(Double  number,  30  cents). 

54.  Bryant's  Sella,  Thanatopsis,  and  Other  Poems. 

55.  Shakespeare's  Merchant  of  Venice.  Edited  for 
School  Use  by  Samuel  Thurber,  Master  in  the  Girls' 
High  School,  Boston. 

56.  Webster's  First  Bunker  Hill  Oration,  and  the  Oration 
on  Adams  and  Jefferson. 

57.  Dickens's  Christmas  Carol.  With  Notes  and  a  Bio- 
graphy. 

58.  Dickens's  Cricket  on  the  Hearth.  [Nos.  57  and  58 
bound  together  in  linen,  40  cents.] 

59.  Verse  and  Prose  for  Beginners  in  Reading. 

GO,  Gl.  The  Sir  Roger  de  Coverlu}'  Papers.  In  two  parta. 
The  two  parts  bound  together  in  linen,  40  cents. 

62.  John  Fiske's  War  of  Independence.  With  Maps  and 
a  Biograpliical  Sketch.  (Double  Number,  30  cents  ; 
linen,  40  cents.) 

63.  Longfellow's  Paul  Revere's  Ride,  and  Other  Poems. 

64.  65,  66.  Tales  from  Shakespeare.  Edited  by  Charles 
and  Mary  Lamb.  In  three  parts.  The  three  parta 
bound  togetlier  in  linen,  50  cents.  , 

67.  Shakespeare's  Julius  Csesar. 


156  LITERARY  LANDMARKS. 

G8.  Goldsmith's  Deserted  Village,  The  Traveller,  etc. 
C9.  Hawthorne's  Old  Manse,  and  A  Few  Mosses. 

70.  A  Selection  from  Whittier's  Child  Life  in  Poetry. 

71.  A  Selection  from  Whittier's  Child  Life  in  Prose. 

72.  Milton's  L'AUegro,  II  Penseroso,  Comns,  Lycidas,  etc. 

73.  Tennyson's  Enoch  Arden,  and  Other  Poems. 

74.  Gray's  Elegy,  etc.  ;  Cowper's  John  Gilpin,  etc. 

75.  Scudder's  George  Washington.  (Double  Number, 
30  cents  ;  linen,  40  cents.) 

76.  Wordsworth's  On  the  Intimations  of  Immortality,  etc. 

77.  Burns's  Cotter's  Saturday  Night,  and  Other  Poems. 

78.  Goldsmith's  Vicar  of  Wakefield.  (Double  Number, 
30  cents  ;  linen,  40  cents.) 

79.  Lamb's  Old  China,  and  Other  Essays  of  Elia. 

80.  Coleridge's  Rime  of  the  Ancient  Mariner,  and  Other 
Poems  ;  Campbell's  Loehiel's  Warning,  and  Other 
Poems. 

81.  Holmes's  Autocrat  of  the  Breakfast-Table.  (Triple 
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